The availability of competency-based training in TAFE and Non-TAFE settings in 1994 /

The availability of competency-based training in TAFE and Non-TAFE settings in 1994 /

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Bibliographic Details
Corporate Authors: Australia. Dept. of Employment, Education and Training, Charles Sturt University
Other Authors: Smith, Erica
Format: Book
Language:English
Published: Canberra : Dept of Employment, Education and Training, 1995.
Subjects:
Competency based education > Australia.
Occupational training > Australia.
Vocational education > Australia.
Table of Contents:
  • 1. Introduction: competency-based training in the Australian context
  • What is competency-based training?
  • Reasons for the introduction of CBT
  • Debates relating to CBT
  • Key milestones in the implementation of CBT and related institutions and processess
  • Previous research into the implementation of CBT in Australia
  • Rationale for this study
  • A working definition of CBT
  • Progress in CBT
  • 2. Research method
  • Design and piloting of the questionnaire
  • TAFE
  • Non-TAFE providers
  • Summary
  • 3. The providers and their courses
  • 4. Development, accreditation of monitoring of courses
  • Documentation in CBT format
  • Industry involvement in course development
  • Monitoring the course for industry relevance
  • Industry involvement in course monitoring
  • 5. Assessment
  • When: testing on demand
  • Where: testing in the workplace
  • Who: the use of workplace accessors
  • How: to grade or not to grade
  • 6. Recognition of prior learning
  • Extention of recognition of prior learning in TAFE and non-TAFE sectors
  • Extent of RPL provision by field of study and qualification level
  • STudent use of RPL
  • Availablility of RPL data
  • 7. Staff development
  • TAFE providers
  • Non-TAFE providers
  • National initiatives
  • 8. Providers' opinions about CBT
  • Non-TAFE providers
  • TAFE systems
  • 9. An indicative categorisation of competency-based courses
  • Blocks of CBT indicators
  • CBT bands
  • Categorisation of 1994 courses by CBT band
  • Analysis of CBT bands for TAFE courses
  • Analysis of CBT bands for non-TAFE courses
  • Progress towards CBT
  • Analyis of CBT bands for 'post-NFROT' courses
  • 10. Conclusion
  • An overall picture of trhe results of the study
  • Progress in the implementation of CBT
  • A model of CBT implementation
  • Difficulties in monitoring the progress of CBT
  • Appendix 1. Questionnaire
  • Appendix 2. Acknowledgments
  • Appendix 3. Data collection in TAFE States and Territories
  • Appendix 4. Tables relating to chapters 4,5, and 9.tream K`

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