Martin Mulder is professor and head of the Education and Competence Studies group at Wageningen University, the Neatherlands.

The concept of competence:
blessing or curse?

The concept of competence has inspired organizational, psychological and educational professionals to a great extent, and simultaneously it has been the object of severe criticism.

Advocates of the concept have stressed its powerful function in debates about competence development, critics have pointed at the negative properties like standardization and lack of measurability.

While both parties have a point it cannot be denied that the concept has a long, strong history, and that it has achieved a solid position in common language, professional practices and institutional regulations.

The earliest accounts known until now date back to the Persians. In the Code of Hammurabi this ruler was named a competent King. Via Greek and Latin the concept entered various languages.

The meaning of the concept is mostly defined as being able to perform effectively. For instance: can a car mechanic change Summer to Winter tires according to the standards in the car maintenance sector? That does not only imply the right knowledge and skills, but also the right professional attitude. The same holds for traders at auctions, entrepreneurs who want to develop their business, forensic researchers who need to make DNA profiles of evidence in crime scene investigations.

But in fact the concept has a second meaning which is also included in the education system. This meaning refers to authorization, certification or licensure. As said, this meaning is also apparent in education, as graduates get their proofs of successful completions of the programs, also referred to as proofs of competence or capability.

These official diplomas can imply certain rights, licenses to perform. This is most visible in the occupations and professions with high risks for people, the environment and goods.

These risks, for instance in health professions, the nuclear industry and engineering, were the reason for many professional associations, such as medical specialists, to develop standards for professional practice and the mastery of specific knowledge and skills. This is serious business. When faults or calamities happen, insurance companies in certain lines of business, such as the airline industry, check whether the persons involved did have current and approved licenses to perform. 

This presentation will elaborate these issues, and will go into the genesis of the competence concept in theory and practice. Three stages of development will be distinguished: 1. Behavioural functionalism; 2. Integrated occupationalism; 3. Situated professionalism. Also, the concept will be placed on the continuum of ignorance of novices to brilliance of stars. And its connection with knowledge management will be addressed.

Finally, the links between the competence movement and the main themes of the conference will be highlighted. What can be said about competence-based organisational policy making, emerging competence fields like entre/intrapreneurship, open innovation and social networking, inspiring competence-oriented learning arrangements, and the role of educational institutions in regional competence development.

What will be concluded? Is the concept of competence a blessing or a curse? We should not forget that the competence-based education movement in the USA and the 1970s went broke! Are we making the same error? Or are we smarter and using the concept in a more intelligent way in current Finland and Europe? The price is very high if we fail …