Abstract
Competence-based education and training (CBET) has an extensive history from its origins in teacher education and its application to vocational areas through to the contemporary situation where it is applied throughout the education system, including Higher Education (HE). The philosophical routes of CBET are also traced through Taylorism and behaviourism. It is argued that all manifestations of CBET are concerned with the assessment of a performed behaviour. CBET is not a human theory of learning as it is does not have a theory of mechanisms (bodily, mental, spiritual, relational) through which learning occurs, is digital (rather than analog) and does not consider causality.
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