Contextualizing Global Flows of Competency-Based Education: Polysemy, Hybridity and Silences

The new comparative research in this volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice. Taking critical perspectives, the chapters trace the pathways through which educators and policy actors adopted and reshaped competence-based education as promoted by the OECD, the World Bank, and the European Union.

The authors ask: What purposes do competence-based educational reforms serve? How are competence-based models interna...