Third and last of a series of articles examining the case for competence‐based qualifications in the UK. Reviews the previous two articles prior to identifying strengths in the competence philosophy and methodology and weaknesses in established practice. Concludes that competence‐based qualifications require modification in operation if they are to realize the potential benefits and advantages claimed. Two models of argued changes are provided as a basis for a suggested way forward.
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Stewart et al. (1993) studied this question.
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