Competence-based VET in the Netherlands: background and pitfalls

TLDR

In the Dutch VET system, competence‑based education is the leading paradigm for innovation at both the system and learning‑environment levels. The article historically analyzes competence‑based education across countries, examines the concept’s popularity, and outlines future development pathways considering identified pitfalls. The authors discuss potential pitfalls in competence definition, standardisation, learning contexts, activity selection, competency assessment, teacher roles, and management, and propose future development routes. They conclude that linking governance, practice, and research in a learning policy best supports flexible VET systems for the knowledge‑based economy.

Abstract

Abstract In the Dutch Vocational Education and Training (VET) system, competence-based education is the leading paradigm for innovation, both at the system level and at the level of learning environments. This article provides an historical analysis of the development of competence-based education in various countries and explores the concept of competence and its popularity. Possible pitfalls with respect to the concept of competence, standardisation, school and workplace learning, determining learning activities, assessment of competencies, changing teacher roles/identity and competence-based management will be discussed. Taking these pitfalls into account, roads for future development will be sketched. A learning policy connecting governance, practice and research is believed to be the most fruitful way to develop flexible VET systems that are suited to the emerging knowledge-based economy.