Competence, capability and graduate attributes

Abstract

Competence, in vocational, higher education and workplaces has emerged in the twentieth century and into the twenty-first century as a term with multiple meanings and applications across these areas of educational endeavour as discussed elsewhere in this volume. In addition, the term ‘capability’ has come to prominence with a range of meanings from a synonym for competence in some usage, to the plural capabilities and sometime synonymously with capacity. This chapter will clarify and discuss the theory and conceptualization of the approaches to capability across the education and learning areas mentioned and how it intertwines with ‘graduate attributes’ as part of professional education. Most education institutions internationally appear to have adopted the fashion of establishing a set of graduate attributes, capabilities or competencies required of their students. Typically, graduates of tertiary education, as professionals, are expected to demonstrate knowledge and understanding, research and scholarship, context awareness and values as self-managed learners who also are expected to demonstrate both societal relevant work preparedness and higher order skills and knowledge. In VET and workplace learning the focus for graduates of educational institutions and apprenticeships is that they should be able to demonstrate awareness of their trade or profession and to operate as skilled practitioners with a dedication to continual upgrading and renewal of skills. In addition, the nature of flexible and adaptable learners as the key twenty-first century outcome from all educational sectors is explained, justified and advocated within the capability framework developed across the chapter.