Competency Based Education And Training PDF
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Competency Based Education and Training Competency Based Education and Training Edited by John Burke (A member of the Taylor & Francis Group) London • New York • Philadelphia UK The Falmer Press, Falmer House, Barcombe, Lewes, East Sussex, BN8 5DL USA The Falmer Press, Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007 © Selection and editorial material copyright John Burke 1989 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publisher and copyright holders. First published 1989 This edition published in the Taylor & Francis e-Library, 2005. “ To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to http://www.ebookstore.tandf.co.uk/.” British Library Cataloguing in Publication Data Competency based education and training. 1. Competency-based education I. Burke, John 371.3 ISBN 0-203-97426-3 Master e-book ISBN ISBN - (Adobe e-Reader Format) ISBN 1-85000-626-1 (Print Edition) ISBN 1-85000-627-X (Print Edition) Pbk Jacket design by Caroline Archer Contents List of Abbreviations vi Foreword viii Gilbert Jessup 1 Introduction 1 John Burke 2 Competence Based Education and Training: Background and Origins 9 Eric Tuxworth 3 Competence and Standards 23 Bob Mansfield 4 Can Competence and Knowledge Mix? 34 Alison Wolf 5 The Definition of Standards and their Assessment 47 Lindsay Mitchell 6 The Emerging Model of Vocational Education and Training 56 Gilbert Jessup 7 The Employment Department/Training Agency Standards Programmeand 68 NVQs: Implications for Education Graham Debling 8 Curriculum Implications 84 Geoff Stanton 9 An Achievement-led College 91 Jenny Shackleton 10 The Implementation of NVQs 97 John Burke 11 Towards the Implementation of Competence Based Curricula in Colleges of 118 FE Ian Haffenden and Alan Brown 12 Initial Teacher Training and the NCVQ Model 152 Michael Eraut 13 Emerging Issues: The Response of HE to Competency Based Approaches 164 Tim Oates Notes on Contributors 174 Index 178 List of Abbreviations ABCTG Administrative, Business and Commercial Training Group (ILB q.v.) APL Accreditation of Prior Learning ATB Agriculture Training Board BTEC Business and Technical Education Council CAST Curriculum Advice and Support Team CATE Committee for the Accreditation of Teacher Education CBE Competency Based Education CBET Competency Based Education and Training CBL Competency Based Learning CD Curriculum Development CGLI City and Guilds of London Institute CPD Continuing and Professional Development CPRS Central Policy Review Staff CPVE Certificate of Pre-Vocational Education DACUM Developing a Curriculum DES Department of Education and Science EARAC East Anglian Regional Advisory Council EAV Examining and Validating (also referred to as EV) ED Employment Department (previously known as Department of Employment which led to confusion with DOE, Department of Environment) FE Further Education FEH Further and Higher Education FESC Further Education Staff College FEU Further Education Unit FTE Full Time Equivalent GCSE General Certificate of Secondary Education HCTB Hotel and Catering Training Board HE Higher Education HMI Her Majesty’s Inspectorate HOD Head of Department HTB Hairdressing Training Board ILB Industry Lead Body IMS Institute of Manpower Studies IT Information Technology LEA Local Education Authority MDF Mutual Development Fund (of FEU/TA) MSC Manpower Services Commission (now TA) NAFE Non-Advanced Further Education NCRVE National Center for Research in Vocational Education (USA) NCVQ National Council for Vocational Qualifications NEBAHAI National Examination Board for Agriculture, Horticulture and Allied Industries NNEB Nursery Nurses Examination Board NPS National Preferred Scheme NPTC National Proficiency Test Council NROVA National Record of Vocational Achievement NTI New Training Initiative (seminal document) NVQ National Vocational Qualification PBTE Performance Based Teacher Education PGCE Post Graduate Certificate in Education PR Public Relations TA Training Agency Foreword The debate on education and training in Britain has too often been concerned with structures and delivery and too little concerned with content and outcomes. This quotation is taken from the report of the CBI Task Force on Training: Towards a skills revolution—a youth charter (July, 1989). The Task force, chaired by Sir Bryan Nicholson and composed of top industrialists, consider ‘there is a need for a quantum leap in the education and training of young people to meet both their aspirations and the needs of the economy in an increasingly competitive world.’ The interesting feature of the report in the context of this publication is that the Task Force, in consultation with government agencies, proposes a competence based model of vocational education and training based upon National Vocational Qualifications. They see focusing on outcomes rather than learning processes as providing a clarity and orientation to the programmes which is currently lacking in many forms of provision. Further, by specifying the competences sought independently of the learning process, access to learning through any mode becomes possible. Along with unit credits and credit accumulation, continuing education and training will be made available to sectors of the population which have never participated in the formal system. The approach to education and training advocated by the CBI Task Force is rapidly gaining ground. The transition towards a competence based model can be traced through a number of government White Papers throughout the 1980s. The New Training Initiative1 in 1981 set out the philosophy and advocated ‘standards of a new kind’. This was reinforced in White Papers in 19842 and 19853 and Working Together: Education and Training,4 1986, introduced the framework of national Vocational Qualifications to operationalise the new model of education and training. The move towards competence based education and training was further reinforced by Employment for the 1990s, 19885. Readers from the world of education may be surprised to learn that radically new models of vocational education and training are being adopted with little debate and with seemingly little research and development. In fact, much research and development has taken place, but those doing it are so close to the policy makers and implementors (sometimes they are the policy makers and implementors) that the many papers and reports which circulate have seldom entered the mainstream of research literature. The debate has been confined to a relatively small group and has been largely ignored by the educational research establishment. This book is an attempt to redress this balance and expose the concepts, the models, the research and development work to a wider audience. By doing so, it is hoped that many others will begin to contribute to the growing body of work in this field. This book will be the first of a series of such publications. The pattern of vocational education and training in the 1990s can now be perceived although many issues remain to be resolved. What will be interesting is the extent to which the concepts and models being introduced will impact upon the mainstream of school and academic education. It is difficult to imagine they will not. If you have casually picked up this book and are content with the current forms of education and training provision in the UK, I would advise you to stop reading now; you will find this book disturbing. You may never be able to go into a classroom or mark an essay without questioning what you are doing. What I personally find exhilarating about these new approaches to learning is that nothing is taken for granted. Questions are being asked afresh on the purpose of learning, modes of delivery, the nature of competence and assessment—fundamental questions on the way we learn and behave. References 1 A New Training Initiative: A Programme for Action, Cmnd 8455, HMSO, December 1981. 2 Training for Jobs, Cmnd 9135, HMSO, January 1984. 3 Education and Training for Young People, Cmnd 9482, April 1985. 4 Working Together: Education and Training, Cmnd 9823, July 1986. 5 Employment for the 1990s, Cmnd 540, HMSO, December 1988. Gilbert Jessup Director of Research, Development and Information National Council for Vocational Qualifications
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