ABSTRACT
This chapter1 is concerned with the role of ‘knowledge’ in competency based education and training. Competency based programmes are often perceived as generally (and indeed necessarily) occupied with discrete objectives of direct and limited vocational relevance. Such an approach is then contrasted with the more general concerns of ‘educational’ programmes. However, while this contrast may reflect some of the practice which is labelled as ‘competency based’, it is not inherent in the approach.
