Criticism of the Educational Validity of Compentency-based Liberal Education

Abstract

This research aims to reconsider the idea that liberal education cultivating core competencies is an acceptable one in terms of the ‘educational validity question’. This research focuses on the identity of liberal education in a university in relation to the concept of core competencies. This study critically examined whether the usage of the ‘establishment of a liberal education to enhance core competencies’ or the ‘organization and operation of the liberal education curriculum’ to improve core competencies is suitable and valid. This research looks into the problems that university liberal education is facing in our society ‘now and here’. The conclusions are as follows: The discourse of core competencies can not go along with the essence of liberal education. However, core competencies can go along with a student’s major. Core competencies may be covered in vocational education and in major education at a university. In fact, the phrase ‘core competency’ is mostly related to certain capabilities that are to be developed in the major departments of a university. Major education is already aimed at developing a student’s chosen major capabilities, including the core competencies of their chosen major. However, the goal of liberal education is to develop ‘cultural capabilities’. Liberal education does not develop core competencies but various types and kinds of learning abilities. These abilities should be cultivated in liberal education at a university. We need to reconsider how to cultivate these competencies once more.