Competency Based Training
Reviewed and Updated: January 2008
This page has been kept for reference.
It will no longer be updated by ICVET. However, you will be able to source the latest information on this topic from HERE
Competency-based training (CBT) is an approach to vocational education and training that places emphasis on what a person can do in the workplace as a result of completing a program of training.
Competency standards are industry-determined specifications of performance that set out the skills, knowledge and attitudes required to operate effectively in a specific industry or profession. Competency standards are made up of units of competency, which are themselves made up of elements of competency, together with performance criteria, a range of variables, and an evidence guide. Competency standards are an endorsed component of a training package.
For a person to be assessed competent they need to demonstrate the ability to perform tasks and duties to the standard expected in employment. CBT focuses on the development of the skills, knowledge and attitudes required to achieve those competency standards.
One of the primary features of CBT is that each learner’s achievement is measured against the competency standards rather than against the achievement of other learners.
Under the CBT approach, each learner is assessed to find the gap between the skills they need (as described in the Training Package) and the skills they already have. The difference between the two is called the skills gap. A training program is then developed to help the learner acquire the missing skills.
Skills required – current skills = skills gap
In many cases the learner has no current skills and the training program is a full curriculum based course. However, the learning outcomes achieved through the curriculum are derived from the competencies described in the Training Package.
Competency-based training programs are often comprised of modules broken into segments called learning outcomes, which are based on standards set by industry, and assessment is designed to ensure each student has achieved all the outcomes (skills and knowledge) required by each module.
Websites
Training.com.au
Australia’s single point of access to the range of vocational education and training information, products and services in Australia. Includes comprehensive information on the training system and competency based training
National Training Information Service (NTIS)
The National Training Information Service provides access to current and emerging training market information and products in vocational education and training. NTIS is a database of Training Packages, courses, qualifications, competencies and training providers in Australia.
NCVER
This link takes you to the list of the publications related to competency based training that are available from NCVER.
The role of instructors in a competency based environment
Tom Lowrie from the School of Edeucation, Charles Sturt University, presents the findings of a twelve-month research project that evaluated the effects that competency-based approaches have had on the role on instructors in the VET sector.
Training Packages at Work
Training Packages @ Work is a FREE national newsletter for teachers, trainers and assessors in the vocational education and training sector. This online newsletter is published monthly and features the latest information on the development and implementation of training packages and other key issues in the training sector:
- Stay UP TO DATE with changes to the national training system, training packages under review and additions to existing packages.
- Get BACK 2 BASICS answers: the what, why, where, how and who of training packages.
- Learn from MARKET MATTERS best practice case studies.
- Discover the latest training RESOURCES and stay abreast of WHAT’S ON.
- Find out about the review STATUS OF TRAINING PACKAGES and contact details.
Publications
KERKA, Sandra 1998, Competency-Based Education and Training: Myths and Realities.
Abstract: Proponents of competency-based training (CBT) promote it as a way to improve the correspondence between education/training and workplace requirements. CBT's opponents consider it excessively reductionist, narrow, and rigid, as well as theoretically, empirically, and pedagogically unsound. The following are among the issues surrounding CBT: (1) the relative merits of the behaviorist and holistic approaches to CBT; (2) the question of whether CBT gives employers what they want; and (3) the question of whether CBT's curriculum is being driven by government, employers, or educational institutions).
MULCAHY, Dianne & James, Pauline 1999, Evaluating the Contribution of Competency-Based Training.
Abstract: The contribution of competency-based training (CBT) to Australia's vocational education and training (VET) sector was examined. According to the literature review, the contribution of CBT to outcomes in VET is strongly related to the following: how competency is conceived; flexibility in the development and use of national competency standards; and processes and structures of training provision. The national telephone survey indicated that CBT's success relies on the following three factors: (1) specific skills, on-the-job learning and assessment, and recognized training with formal acknowledgment of skills in a qualifications structure; (2) enterprise development in adapting to and managing changing workplace realities; and (3) workplace and industry accountability. The case studies showed that CBT's outcomes depend on how competency is conceived and how the training process is defined.
DICKSON, Michelle & Bloch, Barbara, 1999, Not Just Falling over the Line? A Snapshot of Competency-Based Assessment.
Abstract: The implementation of competency-based assessment (CBA) under Australia's National Training Framework was evaluated to provide indicators for improvement in CBA policy and practice. The evaluation focused on the extent to which CBA is meeting users' needs, the resources being used for CBA, and the perceived outcomes and benefits of CBA. Although the study participants were generally satisfied with CBA, they expressed concern over certain aspects of CBA that need improvement. This report includes strategies identified for improving CBA in practice.
SMITH, E & Keating, J 1997, Making sense of training reform and competency-based training. Social Science Press, Wentworth Falls..
Smith and Keating have developed excellent reputations as researchers in this field. Their ability to draw from the experience of practitioners makes their work a worthwhile read.
SMITH, Erica 1999, Ten years of competency-based training: the experience of accredited training providers in Australia. International Journal of Training and Development 3 (2), 106-117.
In this article Smith outlines some of the successes and failures of the competency approach in Australia. It’s worth reading whether you’re a fan of competencies or not.
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