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This paper reports some of the results of a national study into the availability of competency-based training (CBT) in Australia in courses offered in 1994. It begins by briefly describing the purpose of the study and its methodology. It then reports the findings of the part of the study relating to assessment practices and discusses the problems of using assessment features in definitions of competency-based training.

Smith argues that progress in the implementation of CBT assessment is differentiated in terms of being on-demand, occurring in the workplace, using workplace assessors, and debating whether grading is an acceptable practice.

The study was funded by DEETYA and conducted by Charles Sturt University’s Group for Research in Employment and Training. Show less

Funding was made available through the Australian National Training Authority Research Advisory Committee (ANTARAC) for a study into the effects of competency based training (CBT) and the associated practice of recognition of prior learning (RPL) on teaching and learning and on teachers’ roles. This paper describes some of the findings of the research project, carried out by Charles Sturt University’s Group for Research in Employment and Training (GREAT) in 1996. It concentrates on the effects of CBT on teachers and teaching and does not focus on the role of students and trainees. Show less

The authors present some of the challenges faced by teachers and trainers since the adoption in 1990 of competency based training (CBT). The challenges can be categorised under the following headings: organisation, management and delivery; curriculum; teaching and learning; and assessment, reporting and RPL. Also provided are ways in which teachers and trainers have met the challenges posed by the implementation of competency based training and RPL. Show less

In 1996, Charles Sturt University's Group for Research in Employment and Training (GREAT) was commissioned by the Research Advisory Committee of the Australian National Training Authority (ANTARAC) to undertake research into the effects competency-based training (CBT) and recognition of prior learning (RPL) had on teaching and learning in the vocational education and training (VET) sector. This report describes the findings.

They are presented as follows: Chapter 1 briefly outlines the implementation of CBT and RPL in Australia, discusses relevant literature, and describes the research method used in the study; Chapter 2 discusses the manner in which CBT features were being used differently by different providers, in different industry areas, in courses at different qualification levels, and with different types of students and trainees; Chapter 3 describes in detail the teaching and learning effects of competency-based training and recognition of prior learning. The findings are organised under four headings: organisation, management and delivery; curriculum; teaching and learning interactions; and assessment, reporting and RPL; Chapter 4 is about what CBT means for different groups in the VET system. The implications of CBT and RPL for providers, curriculum developers, teachers/trainers, and students are outlined. Finally, some implications of the research study for the national VET system are suggested, and some fruitful areas for future research identified.

Appendix 1 is the 'Stages of Concern' questionnaire which was administered to a number of the teachers and trainers interviewed, to establish which aspects of CBT were concerning them at the time of the study; Appendix 2 lists the VET courses involved in the research, and also the submission received from VET practitioners; Appendix 3 lists the CBT features displayed by each researched course. Fourteen CBT features were identified in total; Appendix 4 contains the twelve case study reports in full; Appendix 5 presents, as a reference tool for teachers and trainers, some ways in which VET practitioners have responded to some of the challenges posed by CBT and RPL.

Edited excerpt from publication. Show less

This book, suitable for student vocational education and training (VET) teachers, students studying for Human Resources Development (HRD) degrees and in workplace trainer courses, and for VET practitioners in colleges and industry, explains and comments on recent developments in VET in Australia. Changes to the VET system in the past decade have been widespread and pervasive, including changes to the training market, the introduction of new qualifications, and the adoption of competency based training (CBT) as the preferred method of course delivery. This book explains and critiques training reform and CBT, commenting on the debates which have been taking place around these issues. Show less

In 1996, Charles Sturt University's Group for Research in Employment and Training (GREAT) was commissioned by the Research Advisory Committee of the Australian National Training Authority (ANTARAC) to undertake research into the effects competency-based training (CBT) and recognition of prior learning (RPL) had on teaching and learning in the vocational education and training (VET) sector. This article summarises the findings. Show less