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This chapter looks at competence and the terms related to it in competence-based learning and reviews its contributions to adult education, as well as it limitations. A definition of competence is offered, followed by a range of approaches to competence. Some of the key issues that arise in the application of such approaches are identified. The author argues that some of the assumptions made about competence-based learning are not only unrealistic but potentially dangerous, such as the assumption that human judgement can be standardised and maintained independent of the framework that it created. The author concludes that competence has a useful role to play in instruction and evaluation.