To a classroom teacher the current debate about work-related competencies might appear far removed from his/her classroom and have no significance for teacher education. Yet the proposed policy changes are likely to affect the work and the professional status of teachers in a very direct way. As Whitty and Willmott (1991: 312) point out, one of the fundamental problems of competency-based teaching/training (CBT) approach consists in the difficulty to define just how narrow or broad the competencies might be. A too narrow definition based on observable work-related skills might indicate a radical departure from the traditional role teachers played in the old and more liberal educational system, and consequently the status of the reflective professional might be questioned if teachers becomes mere technical instructors and skills assessors. A too broad definition, on the other hand, can make it impossible to define criteria of competence in any meaningful way. The second, and no less important ramification of the CBT approach is related to the capacity of a CBT system to produce intellectually autonomous and reflective citizens. The consequences of having skilled but not necessarily intelligent citizenry might not become apparent in a short term; however, the future social and moral developments of our civilization might be threatened should the CBT system prove inefficient in delivering such desired outcomes.
Soucek, V. V.
Contextualizing the Competency-Based Schooling.
Australian Journal of Teacher Education, 17(2).