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The authors maintain that many of the assumptions on which competency standards are based are untested, and that there has also been little discussion about the different roles of competency standards. They argue that the contribution that competency standards can make to the workforce is greater than many in traditional education believe, but not as great as many in vocational education hope. They examine four different models of competency standards for trainers from the USA, Britain, Canada and Australia, contrasting their underlying assumptions, the implications for trainers and what they imply for future conceptions of training roles. Suggestions are made for three issues to be explored in this area.