Beyond the Competence Agenda and the Cause for Relevance in Education

Authors

  • Joseph Munyoki Mwinzi Department of Educational Foundations, Faculty of Education’ University of Nairobi,

DOI:

https://doi.org/10.25273/she.v5i2.20882

Keywords:

Beyond, Competence Agenda, Education, Relevance Cause

Abstract

In its inherent nature, education is envisaged to equip the learner with ideas to enhance creativity and upscale the skills to decipher and integrate fully to the intelligible and contingent world. The contemporary world has diverted attention towards aligning education to serve the competence agenda in form of economic commodity which can be bought or sold. Thus, the praxis of education is abstracted from the cause for relevance as defined by acquiring, inferring, and epitomizing in form of transfer to industry. It follows necessarily that education for its own sake is defied by commodification and commercialization. It is at this point that the concept of the cause for relevance in education is abrogated in education. This explains why this treatise draws attention to the question about how relevant is the cause of relevance in education against competence agenda? It is notable that competence agenda confuses education with training. Hence, the relevance cause in education can facilitate construal, customize, replicate or simulate education into precision, and attune the potentiality of the learner to new possibilities

Downloads

Download data is not yet available.

References

Akkerman, S., Bakker, & Penuel. (2021). Relevance of Educational Research: An Ontological Conceptualization. Educational Researcher, 50(6), 416-424.

Baloyannis, S. (2016).The concept of Being in our Era. Encephalos, 53(1), 45-52.

Bim-Bada, B., & Egorova. (2016). Interaction between Philosophy of Education and Teaching Practice. International Journal of Environmental and Science Education, 11(10), 3385-3393.

Brauer, S. (2021). Towards competence-oriented higher education: a systematic literature review of the different perspectives on successful exit profiles. Education and Training, 63(9), 1376-1390.

Boon, M., Orozco, & Sivakumar. (2022). Epistemological and educational issues in teaching practice-oriented scientific research: roles for philosophers of science. European Journal for Philosophy of Science, 12(16), 1-23.

Castillo, R. (2013). Strategic knowledge and strategic competence. Doctorado Interinstitucional en Educación – DIE.

Cerya, E., Wahid, Maulidina, & Hildayati. (2021). The Use of Digital Economy Learning Media in the VUCA Era: A Literature Review.

Changwong, K., Sukkamart, & Sisan. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37-48.

of Sweden, Nordic Journal of Studies in Educational Policy, Routledge Open Access, 1-11.

Majerova, J. (2021). Digitalization of Education: Scientific Consistency versus Radical Change under the Impact of COVID-19? Advances in Social Science, Education and Humanities Research, 551, 229-233.

Melrose, S. (2017). Pass/Fail and Discretionary Grading: A Snapshot of their Influences on Learning. Open Journal of Nursing, 7(1), 185-192.

Mwinzi, J. M. (2022a). A Radical Shift in Education Practice and the Question of Ethical Reflection in Pandemic Era. Canadian Journal of Educational and Social Studies, 2(3), 98-108.

Mwinzi, J. M. (2022b). Human Face in Education: A Philosophical Analysis and Critique. Social Sciences, Humanities and Education Journal (SHE Journal), 3(3), 335-347.

Mwinzi, J. M. (2022c). Identity and Ownership of Education in Africa as Enlightened by African Aboriginal Philosophy. International Dialogues on Education Journal, 9(2), 1-23.

Mwinzi, J. M. (2022d). Ontological and Epistemological Relevance: the Cause for Philosophical Coherence and Excellence in Education. Canadian Journal of Educational and Social Studies, 2(4), 103-116.

Mwinzi, J. M. (2022e). Universality and Particularity: the Cause for Inconsistency in Acquisition of Knowledge. Social Sciences, Humanities and Education Journal (SHE Journal), 3(2), 294-305.

Mwinzi, J. M. (2020). Injecting New Perspective, Meaning, and Relevance Erselcan, F. (2015). Relevance of Education to Real Life and of Real Life to Education – Experiential Learning for International Business. Procedia - Social and Behavioral Sciences, 177(2), 401–405

Giamellaro, M. (2017). Dewey’s Yardstick: Contextualization as a Crosscutting Measure of Experience in Education and Learning. SAGE Open, 1–11.

Glaesser, J. (2019). Competence in educational theory and practice: a critical discussion, Oxford Review of Education, 45(1), 70-85.

Hakimi, L., Eynon, & Murphy. (2021). The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research, 91(5), 671-717.

Kaja, G. (2023). The importance of relevance: Factors influencing upper secondary vocational students’ engagement in L2 English language teaching, Scandinavian Journal of Educational Research. Scandinavian Journal of Educational Research, 1-15.

Komasinski, A., & Ishimura. (2017). Critical Thinking and Normative Competencies for Sustainability Science Education. Journal of Higher Education and Lifelong Learning 24(1), 21-37.

Kroll, J., Mäkiö, & Assaad. (2016). Challenges and Practices for Effective Knowledge Transfer in Globally Distributed Teams - A Systematic Literature Review. In Proceedings of the 8th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management (IC3K 2016), 3(1), 156-164.

Magnússon, G., Göransson, & Lindqvist. (2019). Contextualizing inclusive education in educational policy: the case into the Philosophy of Education. International Dialogues on Education Past and Present, 7(2), 117-129.

Mwinzi, J. M. (2012). Integrating Philosophy of Education and the Goals of Education in Education Practice at Kenyan High Schools. Unpublished Thesis. University of South Africa.

Newell, S. (2005). Knowledge Transfer and Learning: Problems of Knowledge Transfer Associated with Trying to Short-Circuit the Learning Cycle. Journal of Information Systems and Technology Management, 2(3), 275-289.

Ploum, L., Blok, Lans, & Omta. (2018). Toward a Validated Competence Framework for Sustainable Entrepreneurship. Organization & Environment, 31(2), 113-132.

Ren, W. (2018). Developing Pragmatic Competence in Study Abroad Contexts. The Routledge Handbook of Study Abroad Research and Practice, 119-133.

Shaked, H. (2019). Systems Thinking for Principals of LearningFocused Schools. Journal of School Administration Research and Development, 4(1), p.18-23.

Spahn, A. (2020). Digital Objects, Digital Subjects and Digital Societies: Deontology in the Age of Digitalization. Information, 11(228), 1-15.

Tan, C. (2019). Beyond the Competencies Agenda in Large Scale International Assessments: A Confucian Alternative. Philosophical Inquiry in Education, 26 (1), 20-32.

Wians, W. (2008). Aristotle and the Problem of Human Knowledge. The International Journal of the Platonic Tradition, 2(1), 41-64.

Downloads

Published

2024-05-14

Issue

Vol. 5 No. 2 (2024)

Section

Articles

License

With the receipt of the article by Editorial Board of the Social Sciences, Humanities and Education Journal (SHE Journal) and it was decided to be published, then the copyright regarding the article will be diverted to Social Sciences, Humanities and Education Journal (SHE Journal).

Social Sciences, Humanities and Education Journal (SHE Journal) hold the copyright regarding all the published articles and has the right to multiply and distribute the article under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 

Copyright tranfer from the author to the journal is done through filling out the copyright transfer form by author. The form can be downloaded HERE. 

Licensing Terms

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.