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dc.contributor.authorStevenson, John
dc.date.accessioned2019-08-08T06:05:02Z
dc.date.available2019-08-08T06:05:02Z
dc.date.issued1999
dc.identifier.issn13213954
dc.identifier.urihttp://hdl.handle.net/10072/119199
dc.description.abstractIn this paper, the idea of Key Competencies as generic knowledge and able to be taught as such is challenged. It is argued from learning theories that knowledge is highly context-bound and that the capacity to draw upon existing knowledge in unfamiliar circumstances requires a number of capacities that are developed in multiple diverse situations. It is further argued that knowledge about how to accomplish tasks is also normative, varying with circumstances. It is concluded that, while it is feasible to place a common label on tasks that have certain features which appear to an observer as common, the commonality does not extend to the knowledge that is actually involved across different tasks.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherCentre for Learning and Work Research
dc.publisher.placeBrisbane
dc.publisher.urihttp://hdl.voced.edu.au/10707/148740
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto9
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralian Vocational Education Review
dc.relation.ispartofvolume6
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchcode1301
dc.titleKey Competencies as Generic Knowledge
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorStevenson, John C.


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