The Paradox of More Flexibility in Education

Authors Henk Plessius, Pascal Ravesteijn
Published in Key Competencies in the Knowledge Society
Publication date 20 September 2010
Type Lecture

Summary

From the article The paradigm shift towards competency-based education in the Netherlands has a logical counterpart: the need for more flexibility in the curricula. After all, in competency-based education it is recognized that learning not only takes place in designated places (school, university), but may happen every time when the learner is confronted with a challenge. This observation leads to the necessity to incorporate the learning outcomes of formal and informal education in one curriculum. As a result, the educational process becomes more complex and must be better structured to control the individual learning outcomes. In this paper we discuss this paradox: how more flexibility in the program creates the need for more control in the process. We also discuss what kind of IT-tools are helpful in controlling flexibility in curricula for higher professional education.

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On this publication contributed

  • Pascal Ravesteijn | Professor | Process innovation and information systems
    Pascal Ravesteijn
    • Professor
    • Research group: Process Innovation and Information Systems

Language English
Published in Key Competencies in the Knowledge Society
Key words Competency-based education, Flexibility, Learning activity, Higher professional education
Page range 301-309

Pascal Ravesteijn

Pascal Ravesteijn | Professor | Process innovation and information systems

Pascal Ravesteijn

  • Professor
  • Research group: Process Innovation and Information Systems

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