摘要：Competency-based training has become synonymous with training per se. It has had a particular and major impact on vocational education and training and it is perhaps unsurprising that professional associations have moved to adopt competency-based accreditation of study programmes. However, this paper will argue that the nature of university education, the constraints on course structure, the traditions of teaching, etc. collectively militate against effective competency-based educational models. At the same time, there are significant questions being raised against the promotion of competencies as an effective measure of professional education. Educational providers, legislators, and professional associations appear to disagree about what competency actually means and what the nature of expertise really is.This paper will draw on the emerging concepts of transformative learning to propose perhaps a more radical response to what appears to be an ongoing (and ultimately losing) battle to condense further and further the professional programmes of study in the built environment. The conceptual framework it presents calls for a displacement of competency and knowledge as the primary drivers of degree programmes in the built environment. Instead it argues for a more psycho-social approach to learning, where certain technical content is replaced with personal transformation as the driver of learning. The psycho-social approach privileges a Case-in-Point method of teaching. It moves the focus of education away from the individual learner gaining a discrete body of abstract knowledge, acquired and subsequently applied in practice. It treats learning as an interpretive process in which understanding is related to action contexts, and not to prescribed conceptual structures.
关键词：Transformative Learning ; Competency-Based Training ; Case-in-Point
