P h i l i p p e J o n n a e r t , D o m e n i c o M a s c i o t r a , J o h a n n e B a r r e t t e , D e n i s e M o r e l , a n d Y a y a M a n e 1
AbstractThe article begins by drawing a distinction between the concepts of ''curriculum'' and ''programme of study'', and goes on to show that curriculum reform involves much more than simply rewriting programmes of study. The reforms that are presently sweeping across education systems throughout the world qualify, in many cases, as true paradigm revolutions, given the magnitude of the transition from an objectives-based to a competency-based pedagogy. The authors discuss the complex nature of a situated approach to competence by exploring the theoretical foundations of a number of contemporary perspectives: situated action/cognition, distributed cognition/intelligence, collective