Abstract
This chapter focuses on interpretations of the concept of competence that are used to critique and inform its application in adult education settings. Postmodern perspectives add a further dimension to debates on the appearance of competency-based education and training in contemporary adult learning. The concept of competence continues to be contested in adult education. Workplace competency standards, the benchmarks for workplace performance, are being used as a basis for determining enterprise agreements, wage rises, recruitment policies, staff development, and selection for promotion. The language currently used to explain competence in government-sponsored industrial and educational reforms in Australia seeks to distance itself from the narrow view which characterised the Competency-based training movement. The exclusive emphasis on skills and outcomes in competency analysis proposed by the National Training Board in 1990 alienated large parts of the education sector. The move to competency-based education has stimulated a major re-examination of fundamental features of the education and training system in the 21st century.
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