Hermeneutic Dimensions of Competency-Based Education and Training
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| Title: | Hermeneutic Dimensions of Competency-Based Education and Training |
|---|---|
| Language: | English |
| Authors: | Hodge, Steven (ORCID |
| Source: | Vocations and Learning. Apr 2020 13(1):27-46. |
| Availability: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Adult Education |
| Descriptors: | Hermeneutics, Competency Based Education, Vocational Education, Continuing Education, Professional Education, Models |
| DOI: | 10.1007/s12186-019-09227-y |
| ISSN: | 1874-785X |
| Abstract: | A distinctive feature of contemporary professional, vocational and continuing education is the prevalence of the 'competency' approach. So-called competency-based education or training (CBE/T) can be adopted as a basis for programs of learning, frameworks for development within occupations, or for national systems of vocational education. Its application is observed across a wide range of occupations -- from gardening to teaching to piloting aircraft -- and to diverse levels of expertise, from entry-level to continuing professional development. Although acceptance of the competency-based approach is widespread, there is still debate about its meaning and merits. Just as diverse applications can be cited, there are varying definitions and rationales for the approach. And while CBE/T appeals to common sense, there have been and continue to be challenges and criticisms from different disciplinary perspectives and with respect to its features and impacts. In this paper a special set of problems with CBE/T is examined. A model is presented which differentiates three interrelated components: competence, "competency texts" and "CBE/T." By separating the definition into three components, a little-understood characteristic of the approach is foregrounded -- processes of interpretation that translate between these components. The model thus exposes 'hermeneutic' dimensions of the competency approach which are argued to be key to understanding a number of problems associated with CBE/T. The paper concludes that the hermeneutic features of the competency approach represent challenges for basic assumptions of the model. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1249670 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1249670 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Hermeneutic Dimensions of Competency-Based Education and Training – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hodge%2C+Steven%22">Hodge, Steven</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1194-5208">0000-0002-1194-5208</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mavin%2C+Tim%22">Mavin, Tim</searchLink><br /><searchLink fieldCode="AR" term="%22Kearns%2C+Suzanne%22">Kearns, Suzanne</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Vocations+and+Learning%22"><i>Vocations and Learning</i></searchLink>. Apr 2020 13(1):27-46. – Name: Avail Label: Availability Group: Avail Data: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Hermeneutics%22">Hermeneutics</searchLink><br /><searchLink fieldCode="DE" term="%22Competency+Based+Education%22">Competency Based Education</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink><br /><searchLink fieldCode="DE" term="%22Continuing+Education%22">Continuing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Education%22">Professional Education</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1007/s12186-019-09227-y – Name: ISSN Label: ISSN Group: ISSN Data: 1874-785X – Name: Abstract Label: Abstract Group: Ab Data: A distinctive feature of contemporary professional, vocational and continuing education is the prevalence of the 'competency' approach. So-called competency-based education or training (CBE/T) can be adopted as a basis for programs of learning, frameworks for development within occupations, or for national systems of vocational education. Its application is observed across a wide range of occupations -- from gardening to teaching to piloting aircraft -- and to diverse levels of expertise, from entry-level to continuing professional development. Although acceptance of the competency-based approach is widespread, there is still debate about its meaning and merits. Just as diverse applications can be cited, there are varying definitions and rationales for the approach. And while CBE/T appeals to common sense, there have been and continue to be challenges and criticisms from different disciplinary perspectives and with respect to its features and impacts. In this paper a special set of problems with CBE/T is examined. A model is presented which differentiates three interrelated components: competence, "competency texts" and "CBE/T." By separating the definition into three components, a little-understood characteristic of the approach is foregrounded -- processes of interpretation that translate between these components. The model thus exposes 'hermeneutic' dimensions of the competency approach which are argued to be key to understanding a number of problems associated with CBE/T. The paper concludes that the hermeneutic features of the competency approach represent challenges for basic assumptions of the model. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2020 – Name: AN Label: Accession Number Group: ID Data: EJ1249670 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1249670 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s12186-019-09227-y Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 27 Subjects: – SubjectFull: Hermeneutics Type: general – SubjectFull: Competency Based Education Type: general – SubjectFull: Vocational Education Type: general – SubjectFull: Continuing Education Type: general – SubjectFull: Professional Education Type: general – SubjectFull: Models Type: general Titles: – TitleFull: Hermeneutic Dimensions of Competency-Based Education and Training Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hodge, Steven – PersonEntity: Name: NameFull: Mavin, Tim – PersonEntity: Name: NameFull: Kearns, Suzanne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 1874-785X Numbering: – Type: volume Value: 13 – Type: issue Value: 1 Titles: – TitleFull: Vocations and Learning Type: main |
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