Competence and Accountability in Education
Competence & Accountability in Education focuses upon two concepts which have occupied a central position in curriculum development and delivery across a number of sectors of education. In a world of apparently diminishing resources, there have been consistent calls for more effectiveness and efficiency in education, and there can be no question that those involved in education will face calls for increased accountability. Meanwhile, the competence 'movement' has stressed the idea that...
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Competence & Accountability in Education focuses upon two concepts which have occupied a central position in curriculum development and delivery across a number of sectors of education. In a world of apparently diminishing resources, there have been consistent calls for more effectiveness and efficiency in education, and there can be no question that those involved in education will face calls for increased accountability. Meanwhile, the competence 'movement' has stressed the idea that education and training should be primarily concerned with achieving measurable outcomes, particularly those which have credence in the workplace. Opponents suggest that this is often to the detriment of the knowledge and understanding normally regarded as crucial to competent performance, yet it is likely that this kind of measurement will increasingly become an index of accountability. The chapters in this volume examine these concepts in a variety of contexts, ranging from school-based teacher training to the assessment of NVQs, and from recent government legislation to the Smithers Report.
Notes on contributorsForewordPreface1Competence-based education12Achieving consistency in NVQ assessment193TDLB Units: threat or improvement?294Aspects of competence in a nursing context375After the Smithers Report: claim and counter-claim496Competence in initial teacher-training: technical or professional?657Accountability and the professional environment of teachers878The concept of competence in primary teaching1079Tying up loose ends or blueprint for education for the next 25 years?12310The necessity of NCVQ137
