コンピテンス概念の大学カリキュラムへのインパクトとその問題点-Tuning Projectの批判的検討-

Abstract

This paper considers the impact of the concept of competence on university curricula and its problems. We examined the Tuning Project as an example of curriculum design that centered around the competences, comparing its concept of competence with that of the OECD DeSeCo Project. The findings were as follows: (1) The curriculum design of the Tuning Project was based virtually upon the Tyler rationale though its objective was stated in the form of competence rather than behavior. (2) In the social and historical background of this type of curriculum design was the fact that the idea of NPM (New Public Management) spread in higher education like other public sectors and that individualization and mobility permeated through employment and life cycles. (3) The concept of competence in the Tuning Project is characterized by a behaviorist/reductionist/decontextualized approach, with focus on the economic viewpoint and the absence of relations with knowledge.