The Competence-Based Model and the Communicative Competence in Higher Education in Latin America

Has the competence-based model in Higher Education in Latin America been addressed by international organizations? What emphasis has been placed on the competence-based model in Latin America? What role does the communicative competence play within this framework? This paper seeks to answer these questions. In order to address this issue, the paper opens with a brief definition of the terms "competence" and "communicative competence". Then, a review of the literature in the area is made on the basis of the analysis of the actions carried out in different meetings held in Latin America by Heads of States and Ministers, within the actions implemented by the Organizations of Ibero-American States. Also, the significance of the communicative competence within the framework of two major researches on competencies is explored: the Tunnig Latin America and the 6x4 UEALC Projects. Finally, taking as point of departure the legislative documents of five countries (Argentina, Colombia, Mexico, Peru and Venezuela), the presence of educational competence-based policies and the significant granted to the communicative competence are accounted for. After analyzing all these documents, one can conclude that both this teaching-learning model and specifically the communicative competence are a consequence of an increasing interest, in spite of the fact that, although there is a worldwide trend to incorporate them throughout Higher Education, in some Latin American countries this approach has not been adopted yet.