Some issues and paradoxes of the competency-based approach
The competency-based approach still occupies a central place in educational discourse and debate. From kindergarten to university, it continues to influence teaching, training and research practices. It seems important to us not to treat the competency-based approach as a fad. This thematic issue of the Revue des sciences de l’éducation is placed in this perspective by taking the necessary time to study and question the competency-based approach foundations and its various uses, with reference to the organizational contexts of the practices that are inspired by it in the field of education and professional training.