The challenge of developing a competence‐oriented curriculum: an integrative framework

Abstract

This paper discusses developments in society that have called for a rethinking of LIS education and subsequent widening of the curriculum of the LIS schools in the Netherlands that has been taking place to meet the demands of organizations for a different professional contribution. The focus has changed from the acquisition of “factual” knowledge to teaching students how to solve problems, to respond aptly to changeable professional situations, to interact within a team, and to acquire new knowledge and skills continuously, throughout life. In order to keep up with these developments the Dutch national council for higher vocational education has demanded a remodelling of courses from the LIS schools in Holland. The purpose of this study is to describe the framework and to show how it functions in current education.

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