Suche

Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Detailanzeige

Titel
Ambiguities and paradoxes in a competence-based approach to vocational education and training in France
Autor
OriginalveröffentlichungEuropean journal for Research on the Education and Learning of Adults 4 (2013) 2, S. 111-127 ZDB
Dokument  (252 KB)
Lizenz des Dokumentes Deutsches Urheberrecht
Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN2000-7426; 20007426
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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.)
weitere Beiträge dieser Zeitschrift
Statistik
Prüfsummen
Eintrag erfolgte am25.10.2013
QuellenangabeHébrard, 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
Dateien exportieren

Inhalt auf sozialen Plattformen teilen