The latest research from the National Centre for Vocational Education (NCVER) reveals that a broader conception of what it means to be competent can add value to Australia’s approach to VET teaching and assessment.
For the last 30 years, competency-based training (CBT) has been the main training approach used by the Australian VET sector for all types and levels of vocational qualifications.
Adding value to competency-based training, the latest research released by the National Centre for Vocational Education (NCVER), analysed whether Australia’s CBT approach is on par with other developed countries and identified its benefits and drawbacks.
Findings reveal that non-technical skills and interpersonal attributes such as critical thinking, innovation, self-direction, ethics, and integrity – which are included in other countries’ approach to CBT – are often not explicitly taught, assessed, and recognised in Australia. Teaching and recognition of non-technical competencies are critical as these help learners to transfer knowledge and skills gained in one context to another.
The emphasis on technical skills in Australia can narrow the definition of what it means to be competent in the workplace. While it enables clear and consistent specification of what a VET student needs to learn, there are industries and sectors where broader, more personal capabilities are critical. These include healthcare and early childhood education which are currently facing skills shortages.
The research also highlighted that it may be time to move on from applying a single training approach for all types of vocational qualifications to a differentiated training and assessment paradigm. Further consideration too could be given to the use of graded or proficiency-based assessment. However, shifting to this would need further debate to ensure that it does not become burdensome for VET teachers and students, and thus make an already complex VET system more complicated.
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Adding value to competency-based training
Background
Adding value to competency-based training examined the strengths and weaknesses of CBT as it is currently applied to the Australian VET system. It also analysed whether there is a need to consider a broader approach on how to best deliver and assess VET teaching and learning.
Enquiries: Mariane Umali M: 0406 824 184 E: marianeumali@ncver.edu.au
About NCVER: we are the main provider of research, statistics and data on Australia’s VET sector. Our services help promote better understanding of VET and assist policy makers, practitioners, industry, training providers, and students to make informed decisions.
This work has been produced by NCVER on behalf of the Australian Government and state and territory governments, with funding provided through the Australian Government Department of Employment and Workplace Relations.