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|Title:||Reflecting on the Perspective Transformation of Competency-Based Education|
Chan, Jason C.
|Keywords:||competency;competency-based education;historical development;theories;curriculum of 12-Year Basic Education|
|Issue Date:||2018-11-22 16:50:48 (UTC+8)|
|Abstract:||The competency-based education (CBE) originated from the United States, in response to the needs of training soldiers during World War II and of educating competitive younger generations after war. It pursued accuracy, efficiency, performance management, and quality control, with behaviorism behind. Because it connected with neo-liberalism after 1980s and went with the trend of globalization after 1990s, it became an educational movement which emphasized competition, high standards, and outcome-based evaluation. This trend continued to the 21st century and lead to misconducts of educators who suffered from the high-stake competency test. After 1990s, CBE has spread into the international community. The continental European countries met the pressure but did not conform to the American and English tradition. They turn to a holistic perspective about competency which comprehensively includes knowledge, skills, attitudes, ethics, and action. Under the new perspective, the learner is expected to perform in a specific situation with the integration of competencies and to be a life-long learner. The DeSeCo framework proposed by OECD has a similar view to the holistic perspective about competency. The current paper reflects on various philosophies and historical backgrounds behind the traditional CBE, points out their risks and difficulties, and sorts out some new trends that emphasize integrated and balanced perspectives of personhood, appreciate developmental process, and advocate the implications of action and bildung. Under those new approaches, the current paper proposes some suggestions for a new image of students, a new connotation of teaching, a new model for competency-based instruction, a new series of tips for evaluation, and a new expectation of organic integration of school-based curriculum.|
|Relation:||教育研究與發展期刊, Vol.14, No.2, pp.35-64|
|Appears in Collections:||[教育學系] 期刊論文|
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