Where's the competence in competence-based education and training?

This paper(1) notes the apparent ineffectiveness of the critical response t o competence-based education and training (CBET) and suggests that this res ults from a failure to correctly isolate CBET's unique, identifying feature s. If is argued that the prevailing tendency to identify CBET with 'compete nce' is fundamentally mistaken and that the competence approach is more pro perly characterised in terms of its philosophically naive methodological st rategy. It is suggested that this strategy is based upon untenable assumpti ons relating to the semantic status of statements of outcome and the episte mological and ontological constructs to which such statements are intended to correspond.