Competency Based Education and Training

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Competency Based Education and Training

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

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THE END OF ROMANTIC APPRENTICESHIPS?- a story

• Structure of my talk
• Origins Philosophy of CBT.
• Definitions of Competence-hard/soft.
• Juxtaposition of two modelsAcademic/CBT.
• Quality Control.
• Implications for Trainers.

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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)
• 
  

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Soft definition

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

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Juxtaposition

• Academic model
• subject boundaries
• Norm referenced
• recorded gradesP/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

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Juxtaposition continued...

• Weakenesses are compensated by strengths.
• Training is often theoretical/classroom-based.
• Emphasis on knowledge recall

• No compensation, all outcomes must be met.
• Training is work-based and employer-led.
• Emhasis on observable performance.

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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.

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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.

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Quality control?

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

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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.
• QuestionCan all learning/training be reduced
  into observable outputs?