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Title
Ambiguities and paradoxes in a competence-based approach to vocational education and training in France
Author
SourceEuropean journal for Research on the Education and Learning of Adults 4 (2013) 2, S. 111-127 ZDB
Document  (252 KB)
License of the document In copyright
Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN2000-7426; 20007426
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):This article aims to show the effects of the prevalence of the competence regime within several sectors of vocational education and training in France. The first part of the article outlines the origin of the concept of competence and the evolution of its meaning. Later, the underlying theoretical and epistemological foundations are examined and two different paradigms are distinguished. The second part of the article focuses on ambiguities and paradoxes of effect of competence approaches, in specific educational programmes in the healthcare professions and social work in France. This study is based on the analysis of a corpus of documents concerning French vocational education and training that use a competence-based approach. (DIPF/Orig.)
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Date of publication25.10.2013
CitationHébrard, Pierre: Ambiguities and paradoxes in a competence-based approach to vocational education and training in France - In: European journal for Research on the Education and Learning of Adults 4 (2013) 2, S. 111-127 - URN: urn:nbn:de:0111-opus-82922 - DOI: 10.25656/01:8292; 10.3384/rela.2000-7426.rela9002
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