Abstract
AbstractCompetency-based training has become synonymous with training per se. It has had a particular and major impact on vocational education and training and it is perhaps unsurprising that professional associations have moved to adopt competency-based accreditation of study programmes. However, this paper will argue that the nature of university education, the constraints on course structure, the traditions of teaching, etc. collectively militate against effective competency-based educational models. At the same time, there are significant questions being raised against the promotion of competencies as an effective measure of professional education. Educational providers, legislators, and professional associations appear to disagree about what competency actually means and what the nature of expertise really is.This paper will draw on the emerging concepts of transformative learning to propose perhaps a more radical response to what appears to be an ongoing (and ultimately losing) battle to condense fu...
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