What is competence?

Abstract

There has been a tendency for people to think about competence in a narrow way that undermines any possible benefits to be gained fiom adopting competency standards. This paper will attempt to clarib exactly what competence is. It will be found that the logic of the concept of competence is itself such as to support a broader view about competency standards rather than the narrow one that is so often taken for granted. Second, the benefits of recognizing and employing a broader, richer conception of competence will be outlined and discussed. Conceptions of competenceSince there are several very different ways of thinking about competence, how competence is conceived will make a big difference to the ways competency standards are used and assessed. Because competency-based assessment centres on performance, and since a common view is that performance is constituted by a series of tasks, competency standards are often thought of as simply a series of discrete task descriptions. Even where work is relatively routine, this 'checklist' approach is dubious since the broader aspects of competent performance, such as planning or reacting to contingencies, are left out of the picture. Thus, the task view of competence omits higher level competences from the standards. Hence they are also omitted from any training programs and assessment strategies that are based on these narrow competence standards.One response is to view competence instead as possession of a series of desirable attributes including knowledge of appropriate sorts, skills and abilities such as problem solving, analysis, communication, pattern recognition, etc. and attitudes of appropriate kinds. On this generic The integrated approach to competence and its implicationsThe integrated approach to competence is supported by the logic of the concept of competence. According to the Concise Oxford Dictiona y , competence (or competency) denotes the "ability to do" something or the "ability for a task". The Macquarie Concise Dictionary defines competence as "the quality of being competent", where competent means "properly qualified" or "capable". Significantly, in both of these dictionary definitions the prime focus is on competent people having the ability or

Contributos para a clarificação do conceito de competência numa perspetiva integrada e sistémica

“…Em síntese, por um lado, esta abordagem não considera a competência enquanto realidade complexa, dinâmica e globalizante e, por outro, focando-se num produto final (comportamento diretamente observável e mensurável), desvaloriza outros aspetos, menos objetiváveis (Silva, 2009) mas fundamentais para a sua compreensão, tais como as dimensões cognitiva, afetiva, social e relacional (Hager & Gonczi, 1996).…”

“…em Ramos & Bento, 2006); saber agir, querer agir e poder agir; conhecimentos, capacidades, destrezas e técnicas (Le Boterf, 2005); componentes cognitivos, afetivos, sociais e sensoriomotores (Allal, 2004;Legendre, 2000;Jonnaert, 2002); saberes de natureza diversa (Pires, 2005); conhecimentos, atitudes, valores e perícias (Hager & Gonczi, 1996); conhecimentos, habilidades práticas, atitudes, valores e emoções (Pérez Gómez, 2007); conhecimentos, recursos e habilidades (Fleury & Fleury, 2001); conhecimentos, capacidades, saberes-fazer, habilidades ou skills (Esteves, 2009); conhecimentos, emoções, atitudes, estratégias (Weinert, 2001); conhecimentos, atitudes práticas e cognitivas, conhecimento, motivação, valores, ética, emoções, componentes de caráter social e comportamental (OECD, 2002); conhecimentos, capacidades, atitudes e estratégias (Cachapuz et al, 2004); conhecimentos, capacidades e atitudes (Comissão Europeia, 2007;Ministério da Educação, 2001).…”

“…As dimensões cognitiva, social/coletiva e situacional da competência são as mais evidenciadas, sendo assumidas pela maioria dos autores (Allal, 2004;Alonso, 2006;Cachapuz et al, 2004;Escamilla, 2009;Galvão et al, 2006;Hager & Gonczi, 1996;Jonnaert, 2002;Katz, 2000;Le Boterf, 2005;Muller, 2003;Naumescu, 2008;Perrenoud, 1999Perrenoud, , 2000Roldão, 2005a;Weinert, 2001; entre muitos outros) e estando presentes nos principais documentos, nacionais e internacionais, orientadores da implementação em contexto escolar do enfoque competencial (Cachapuz et al, 2004;Comissão Europeia, 2007;OECD, 2001OECD, , 2002OECD, , 2004Eurydice European Unit, 2002;González & Williams, 2009). …”

Review of competency-based education in dentistry

“…9 A 1990 survey of UK dental schools confirmed a general trend towards competency-based teaching, the courses most often taught in this way being those related to human disease. 10 In the UK, the undergraduate dental curricula requirements are stated by the General Dental Council.…”

Competency-based education in a clinical course in conservative dentistry

“…3,4 An integrated approach whereby competency is achieved by defining the essential knowledge that is required, and by assessing the required skills and attitudes of students, is a way forward in the development of traditional courses. 5 In competency-based education, certain instructional objectives may help students more quickly to acquire the mental processes for learning. 6,7 Statements of competence or attainment define what learners are expected to be able to do.…”