The article provides a critical evaluation of functional analysis and its centrality in the competence philosophy underpinning reform of the UK’s national system of vocational qualifications. Definitions and meanings of competence are examined to locate functional analysis in its theoretical context. The origins of the use and application of the term competence to the vocational qualification (VQ) system are also examined to provide an historical context. Finally, the conceptual model adopted to apply notions of competence and the process of functional analysis is evaluated as part of the critical appraisal. The theoretical and conceptual analysis is supported by the findings of a small piece of primary research and published evidence from other sources. Both the conceptual analysis and the empirical evidence, in the view of the authors, argue towards a serious questioning of the appropriateness of functional analysis. The results of applying functional analysis are argued to be technical and narrow specifications of competence which fail to address the broader skills and social contexts influencing performance in the workplace. © 1995, Taylor & Francis Group, LLC. All rights reserved.
Author Keywords
Index Keywords
