The design of a study environment for acquiring academic and professional competence

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Abstract
This article sets out, by incorporating notions drawn from cognitive, constructivist and action psychology, a foundation for the design of a learning environment for the acquisition of competence. It does not make exclusive use of any one school of thought, but synthesises a number of notions and insights from each of the schools into an integrated approach to the education of competent professionals. The outcome of this synthesis is a model for a study environment which is composed of a knowledge environment and a task environment. The model aims to sensitise teachers and educational designers and developers to the various elements that distinguish training in competence from mere ‘skills training˚s.