Discourses on Competence: a case study of students’ experience of higher level National/Scottish Vocational Qualifications

Abstract

The introduction of competence‐based national vocational qualifications in the UK marked a radical departure in vocational education policy, and has subsequently provoked widespread criticism in the literature. Surprisingly, however, there has been little research published of students’ experience of the new work‐based vocationalism. This article presents the findings of a qualitative study into higher level NVQs. The research supports much of the critical discourses on competence, particularly the emphasis given in the qualifications to ‘procedural knowledge’ and ‘surface level learning’. What emerges from the study casts serious doubt upon the wisdom of using generic competence‐'based approaches to accredit professional practice. The author argues the case for a more expansive and integrative approach to development, embracing both formal and informal learning processes.