Book contents
- Frontmatter
- Contents
- List of Tables
- List of Acronyms
- Preface
- PART I THE SETTING
- PART II ECONOMIC THEORIES ABOUT EDUCATION
- PART III EDUCATION POLICIES
- 4 Resources and outcomes
- 5 Productivity and efficiency
- 6 Economic policies in higher education
- 7 Preparation for work
- 8 Markets in education
- 9 Private and public education
- PART IV CONCLUSION
- References
- Index
7 - Preparation for work
from PART III - EDUCATION POLICIES
Published online by Cambridge University Press: 03 May 2011
- Frontmatter
- Contents
- List of Tables
- List of Acronyms
- Preface
- PART I THE SETTING
- PART II ECONOMIC THEORIES ABOUT EDUCATION
- PART III EDUCATION POLICIES
- 4 Resources and outcomes
- 5 Productivity and efficiency
- 6 Economic policies in higher education
- 7 Preparation for work
- 8 Markets in education
- 9 Private and public education
- PART IV CONCLUSION
- References
- Index
Summary
The emergence of competency-based training (CBT) reform at the beginning of the 1990s is one of the most important changes in education for many years. CBT is about the modernisation of work and education, and the development of training markets. It is consistent with human capital theory and with an emphasis on educational outcomes, but the origins of CBT reform also lie in the on-going debates about standards, assessment and the role of education in preparation for work. There has long been a conflict between academic and vocational models of the curriculum. CBT offers one solution to (or a reworking of) this conflict. This chapter explores the potential of CBT to change education and education-work relations. But is this change desirable?
EMPLOYMENT-RELATED COMPETENCIES
COMPETENCY-BASED TRAINING (CBT) REFORM
Since 1990 in Australia there has been a concerted attempt to change the relationship between education and work, by focusing on the development of employment-related competencies. Competency-based training (CBT) may be the most important change in Australian education since the human capital policies of the 1960s. CBT first emerged in TAFE and training, as well as in programs designed to allow people with overseas qualifications to practise in Australia. It has the potential, however, to change teaching, learning and certification arrangements in schools and higher education. CBT has facilitated the growth of the private training market and is likely to lead to the development of new industries based on competency testing, and competency certification.
- Type
- Chapter
- Information
- Education and Public Policy in Australia , pp. 143 - 171Publisher: Cambridge University PressPrint publication year: 1993