Competency Based Education and Training

A Philosophy disguised as Technology. K.G.Marsh-University of Greenwich/London.

THE END OF ROMANTIC APPRENTICESHIPS?- a story

Structure of my talk:
Origins & Philosophy of CBT. Definitions of Competence-hard/soft. Juxtaposition of two models:Academic/CBT. Quality Control. Implications for Trainers.

Definitions of Competence/hard and soft.-Hard:

Competence is the ability to perform activities within an occupation or function to the standards expected in employment (NCVQ)

Soft definition:
Competence is the possession and development of sufficient skills, knowledge and appropriate attitudes and experience for successful performance of life roles(FEU).

Juxtaposition
Academic model: subject boundaries Norm referenced recorded grades:P/F Assessment at one time and place. Secret assessment Competency model: specified outcomes criterion referenced No failure/no grades assessment any time independent of place open assessment

Juxtaposition continued...
Weakenesses are compensated by strengths. Training is often theoretical/classroombased. Emphasis on knowledge recall No compensation, all outcomes must be met. Training is workbased and employerled. Emhasis on observable performance.

Competency levels 1-5.

Level 1: recognises competency in the performance of routine work activities.
Level 2: recognises competence in a broader range of work-based activities. Level 3: recognises competence in skilled non-routine activities.

Competency levels continued:

Level 4: Recognises competence in the performance of complex, technical & specialised activities including supervision & management. Level 5: Recognises competence in the pursuit of senior occupational or professional tasks including the ability to apply a significant range of fundimental principles and techniques.

Quality control?
Trained assessor and assessor awards. National Training Organisations/Sector skills Councils. Qualifications Curriculum Authority(QCA) National Inspection Framework(public sector only)

Implications for Trainers:

Assessment and tutoring/coaching skills. Training in management and curriculum design skills Accreditation of prior/experiential learning(APEL/APL) skills. Setting up of occupational sector skills councils. Question:Can all learning/training be reduced into observable outputs?