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Competence-based vocational education and training (VET): the cases of England and France in a European perspective

Brockmann, Michaela, Clarke, Linda and Mehaut, Philippe et al. (2008) Competence-based vocational education and training (VET): the cases of England and France in a European perspective Vocations and Learning, 1, (3), pp. 227-244. (doi:10.1007/s12186-008-9013-2).

Record type: Article

Abstract

This paper examines the notion of ‘competence’ in the VET systems of France and England. While both countries have developed ‘competence-based’ approaches, underlying the similar terminology are distinct meanings, rooted in the
countries’ institutional structures and labour processes. A key distinction is identified between a knowledge-based model in France and a skills-based model in England.
Competence in the French sense is multi-dimensional and relies on the integration of practical and theoretical knowledge, as well as personal and social qualities within a
broadly defined occupational field. By contrast, in England, competence refers to the performance of fragmented and narrowly defined tasks, with minimal underpinning
knowledge. Thus, whereas ‘competence’ in the English VET system usually denotes functional employability for what may be relatively low-skilled employment, in France, it encapsulates the multi-dimensional development of the individual as a citizen as well as an employee.

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Published date: August 2008

Identifiers

Local EPrints ID: 343786
URI: http://eprints.soton.ac.uk/id/eprint/343786
ISSN: 1874-785X
PURE UUID: aa28d758-254a-4ba6-876e-216d5a4942e6

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Date deposited: 09 Oct 2012 16:42
Last modified: 18 Jul 2017 05:21

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Contributors

Author: Linda Clarke
Author: Philippe Mehaut
Author: Christopher Winch

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