In 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.