Competency Based Education and Training

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Competency based education and training 2 range of work related activities—and—the skills, knowledge and understanding which underpin performance in employment. Change in industrial training This quiet revolution goes far beyond FE. It embraces Industrial Training and is set to transform it. NVQs are qualifications relevant to employment. They will be awarded for competent performance in work activities and will be assessed where possible in the work place. In December 1988, the Government issued a White Paper, Employment for the 1990s. It stated roundly: By any measure there is a need for radical reform of our training system. What is now needed is a new framework training and enterprise. The White Paper enunciated six principles which should guide its approach: — first, training and vocational education, including management training and counselling for small firms, must be designed to contribute to business success and economic growth; — second, employers and individuals need to accept a greater share of responsibility for training, and its costs, while Government have a role in setting a framework and in funding the training of unemployed people; — third, there must be recognised standards of competence, relevant to employment, drawn up by industry-led organisations covering every sector and every occupational group, and validated nationally; — fourth, the training must provide young people and adults with the opportunity to secure qualifications based on these recognised standards; — fifth, responsibility for delivery of training and enterprise must, as far as possible, be devolved to local areas where people work and are trained. It is there that we need to bring together private and public investment to meet the skill needs of business and individuals; — sixth, enterprises, individuals and local communities must be able to shape arrangements, programmes and opportunities to their changing needs and circumstances. The Government’s aim, it is said, was to provide, in a new partnership with employers, the establishment of such a training system. The intention was to ‘facilitate access to relevant training and vocational education throughout working life for every member of the workforce, at every level from entry to top management’.
Introduction 3 The role of the NCVQ Some two years earlier following the publication of the White Paper Working Together— Education and Training, The National Council for Vocational Qualifications (NCVQ) had been set up with the following remit: 1 to secure standards of occupational competence and ensure that vocational qualifications are based on this; 2 to design and implement a new national framework for vocational qualifications; 3 to approve bodies making accredited awards; 4 to obtain comprehensive coverage of all occupational sectors; 5 to secure arrangements for quality assurance; 6 to set up effective liaison with bodies awarding vocational qualifications; 7 to establish a national data-base for vocational qualifications; 8 to undertake, or arrange to be undertaken, research and development to discharge these functions; 9 to promote vocational education, training and qualifications. A timetable for achieving these aims was set up with the requirement that the system should be in place by 1991. The new approach to vocational education and training fostered by the NCVQ and supported by the Training Agency (TA) is the subject of this book. Research in competency based education and training With the imminent widescale introduction of National Vocational Qualifications and in view of the mounting interest of Professional Bodies, one might have surmised that Competency Based Learning (CBL) would have assumed a prominent and important focus for research and debate in British universities. This is not the case. A large number of research and development projects externally funded by the NCVQ and TA have been and are currently under way in different universities and polytechnics but there is little evidence to suggest that HE has generally engaged itself in this sphere of research. Whilst there are isolated examples of CBL research undertaken by academics in some universities, this work appears to have had very limited impact on outside publics. Virtually all lecturers in universities are expected to undertake research as part of their normal work contract. Choice of research is normally governed by personal expertise or interest, although in some communities a specialized area may develop on a collaborative basis to reflect the particular strength or expertise within a department. In view of the commitment that some education departments have to curriculum development in FE, the technicalities of assessment, the issues of access and progression and, indeed, vocational education, it does seem odd that so little appears to have been published other than externally funded project research.
Page 2: Competency Based Education and Trai
Page 5 and 6: UK The Falmer Press, Falmer House,
Page 7 and 8: List of Abbreviations ABCTG Adminis
Page 9 and 10: Foreword The debate on education an
Page 11: Chapter 1 Introduction John Burke A
Page 15 and 16: Introduction 5 Alison Wolf addresse
Page 17 and 18: Introduction 7 importance of implem
Page 19 and 20: Chapter 2 Competence based educatio
Page 21 and 22: Competence based education and trai
Page 27 and 28: LEADERSHIP CLUSTER * USE OF SOCIALI
Page 33 and 34: ©Bob Mansfield, 1989 Chapter 3 Com
Page 35 and 36: Competence and standards 25 whereas
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Page 45 and 46: Can competence and knowledge mix? 3
Page 57 and 58: ©Lindsay Mitchell, 1989 Chapter 5
Page 59 and 60: The definition of standards and the
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The definition of standards and the
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The definition of standards and the
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The emerging model of vocational ed
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and training and in particular the
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It includes those qualities of pers
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The employment department/training
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Curriculum implications 85 Thirdly,
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Curriculum implications 87 since th
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Curriculum implications 89 competen
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©Wirral Metropolitan College, 1989
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An achievement-led college 93 4 Per
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An achievement-led college 95 revie
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Chapter 10 Attitudinal change in FE
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Attitudinal change in FE in respons
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It has been a lot of hard work. I
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Towards the implementation of compe
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Initial teacher training and the NV
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have found the most pertinent. Her
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Emerging issues 165 Firstly, the NC
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Emerging issues 167 Technical chara
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Emerging issues 169 strategy for im
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Emerging issues 171 the balance of
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Emerging issues 173 establish the f
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Notes on contributors 175 those asp
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Notes on contributors 177 examining
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Index 179 NTI and 55-6 occupational
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motivation 190 and VET 96 learning
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elevant knowledge and 192 specifica
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Competency Based Education and Training

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