Abstract
Abstract Although criticism of the competence‐based education (CBE) strategy which underpins National Vocational Qualifications (NVQs) has grown in recent years, this still receives considerably less emphasis than the general approval and public endorsement of the National Council for Vocational Qualifications (NCVQ) framework at all levels of the system. An aspect of the implementation of NVQs which merits closer attention is the apparent mismatch between the behaviourist‐inspired NVQ system and the dominant modes of learning and teaching in post‐school education derived from the experiential tradition. This relationship is explored in theoretical terms, by examining the concept of CBE against the background of experiential learning theory, and also in terms of empirical research in the field, including an on‐going Warwick University study of the implementation of NVQs in local FE colleges in the areas of catering, business studies and hairdressing. It is suggested that, in spite of the fact that many FE...
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