A 1998 study conducted by researchers from the Centre For Learning and Work Research at Griffith Univ. and The Studies of Work, Education and Training, at Monash Univ. sought to evaluate the contributions of competency-based training (CBT) and assessment to Australian vocational education and training. "Introduction" (Stephen Billet, Fred Beven) summarizes the findings of the project's three subprojects. "Reform, Changes, and Transformation: A Commentary on the Implementation and Evolution of CBT" (Stephen Billet, Sharon Hayes) describes the institutional frameworks of the competency movement and vocational education. "Procedures for Data Gathering, Analysis and Integration of Subprojects" (Fred Beven, Sharon Hayes) details the sources and procedures used to gather data about CBT. "CBT as a Model of Curriculum Development" (Stephen Billet) discusses how the introduction of CBT influenced curriculum practice. "Assessment Practices" (Charlie McKavanagh) explores the assessment of expertise and methods of data analysis. "The Role of the Instructor" (Lawrence Angus, Terri Seddon, John Gough, Ian Robertson) traces the changing role of the instructor within CBT and CBT's trajectory and educational effects. "Findings, Conclusions, and Recommendations" (Stephen Billet, Fred Beven, Charlie McKavanagh, Sharon Hayes, Lawrence Angus, John Gough, Ian Robertson, Terri Seddon) discusses the three subprojects in the context of development of a flexible and adaptable work force and presents and recommendations emerging from the subprojects. The ten years since the introduction of a uniform system of CBT has seen significant improvement in the structure and organization of Australia's vocational educational system. To make further improvement, a change in emphasis in policy is needed to move beyond CBT and recognize the critical role teachers play in achieving the country's need for a flexible, adaptable and globally competitive workplace. (Contains 126 references, 24 tables/figures, 28.) (MN)
The contribution of competency-based training (CBT) to the development of an adaptable and flexible workforce was examined by analyzing documents and gathering data from teachers, industry representatives, enterprises, and students in metropolitan and nonmetropolitan sites in two Australian states: Victoria and Queensland. The study focused on CBT's educational worth in the metals and hospitality industries and its influence on educational practice. The degree to which CBT itself can be identified as contributing to development of an adaptable, flexible workforce was concluded to be problematic and less significant than the contributions of the broader vocational education and training reform movement and the instructional and curriculum practices that existed before CBT's introduction. Antagonism between CBT and the development of adaptability and flexibility was discovered and attributed to CBT's focus on outcomes rather than process. A series of recommendations for boosting CBT's contribution to development of an adaptable, flexible workforce by modifying existing curricula, assessment, and teaching practice were offered. The recommendations related to curriculum focused on intents, content, and the quality of learning experiences. The recommendations regarding assessment addressed validity, reliability, and incentives for learning. The recommendations regarding teachers' practice emphasized broadening and deepening teachers' knowledge. (MN)
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