Competence-based Education And Training Research Articles

Factors Contributing to Effective Implementation of Competence Based Education and Training : A moderating effect of Information and Communication Technology; A Case of Selected VET and NACTE Colleges in Mbeya-Tanzania

The study aimed at assessing the factors for effective implementation of competence Based Education and Training (CBET) where Information and Communication Technology (ICT) was a mediating variable. The study was carried out in Mbeya from four selected VET and NACTE Colleges including Kyela Polytechnic College; VET and NACTE College; VET-Mbeya Zonal Office; and KAP’S Community Development Institute. The causal-effect design was applied while cluster sampling was used to drive to 300 sample of Tutors, Principals, Deputy Principal- Academic, Registrars and management from a total of 1,200. Data from the obtained sample frame was collected using questionnaire. The collected data were subjected to data cleaning and normality testing. Moreover the cleaned data were subjected for factor analysis, reliability and validity testing through SEM employment. From the analysis, it was found that ICT positively and significantly moderate students’ centered teaching curriculum, learning by doing and discoveries in effective and quick adoption and implementation of CBET. It is from this innovation what this study recommends that VET and NACTE Colleges have to adopt and use ICT technologies for quick and effective implementation of CBET.

Technical and vocational education and training in Uganda: A critical analysis

AbstractThis article undertakes a diagnostic study of the Technical and Vocational Education and Training (TVET) sub‐sector in Uganda, with a view to characterizing the sub‐sector and identifying its potential strengths and weakness. We undertook a cross‐sectional pre‐survey of purposively selected key stakeholders in the TVET sub‐sector. We selected performance indicators following their importance in influencing the TVET reform process. Both qualitative and quantitative data was solicited from the stakeholders. Quantitative data was collected through stakeholder‐specific structured questionnaires, whilst qualitative data was collected through desk review and field visits, individual focused interviews and focus group discussions. Our findings indicate that financing and planning constraints have resulted in poor quality equipment, under‐ and ill‐trained staff, limited adoption of a competence‐based education and training (CBET) curriculum, not to mention the supervision inadequacies of TVET institutions. Besides, the limited TVET sub‐sector interaction with the private sector has incapacitated TVET curriculum development to nurture skills demanded by the private sector. Furthermore, backward technology use in the private sector has equally inhibited the success of student attachment programmes. Finally, legal ambiguities have perpetuated a qualification jungle and overlapping curricula.

Implementation of competence-based curriculum in technical colleges: The case of Arusha City, Tanzania

Competence-based education and training (CBET) is a functional approach to education as it emphasizes that learners need to gain necessary knowledge, skills, understanding and attitudes or values to work successful in their own profession or occupation. It is regarded as a holistic approach to education. This study aimed at finding out how technical college trainers implement CBET curriculum in Arusha city, Tanzania. The study adopted a qualitative approach through the use of case study design in order to get an in-depth understanding of the CBET implementation process. A total of 24 trainers were selected through purposive sampling from three (3) Science and Allied Technology (SAT) technical colleges in Arusha city, Tanzania in which in-depth interviews and open-ended questionnaires were used to collect information. The findings indicated that, though majority of the trainers got in-service training, more than half had limited awareness and understanding about the meaning and aim of the CBET curriculum. Also, trainers showed little knowledge and skills for employing CBET teaching and learning methods as well as conducting students assessment and evaluation. Lastly, it became apparent that, technical colleges in Arusha city have inadequate human and material resources for effective implementation of the CBET curriculum. It is concluded from the findings that, CBET was introduced without relevant and necessary preparations. Key words: Competence, curriculum implementation, CBET curriculum, Tanzania.

PENGARUH COMPETENCE BASED EDUCATION AND TRAINING (CBET) DAN MOTIVASI KERJA TERHADAP KINERJA PETUGAS SATUAN POLISI PAMONG PRAJA

This research aimed to find out the influence of competence-based education and training (CbET) and motivation on the performance of civil service. This research was conducted from November 2008 to April 2009 at Dinas Ketrentaman dan Ketertiban DKI jakarta. A quasi method using stratified cluster random sampling was applied to involve 80 civil service out of 8000 members. The result of this study shows that (1) motivation influences the civil service's performance, (2) the form of CBET influences the civil service's performance; (3) the interaction between the training model and the motivation determines variations in civil service's performance; (4) there are differences between those who join CBET and those who do not. Those who join CBET have higher motivation to perform better. It is expected that these research findings can be used as a guidance to produce a new concept and strategy in education development and training for civil service.

Where's the Competence in Competence-based Education and Training?

This paper notes the apparent ineffectiveness of the critical response to competence-based education and training (CBET) and suggests that this results from a failure to correctly isolate CBET's unique, identifying features. It is argued that the prevailing tendency to identify CBET with ‘competence’ is fundamentally mistaken and that the competence approach is more properly characterised in terms of its philosophically naïve methodological strategy. It is suggested that this strategy is based upon untenable assumptions relating to the semantic status of statements of outcome and the epistemological and ontological constructs to which such statements are intended to correspond.

Exporting Failure: the strange case of NVQs and overseas markets

Summary At a time when Britain's vocational education and training (VET) system and vocational qualifications are undergoing a major review and restructuring in response to critical reports about the model established under the former National Council for Vocational Qualifications, the British Council and associated agencies is currently trying to market National Vocational Qualifications (NVQs) overseas. The chief weaknesses and failings of NVQs and the competence‐based education and training (CBET) system on which they are based are outlined in terms of assessment anomalies and the needs of firms, trainees and employers. Since these shortcomings are so so serious, it is suggested that‐‐until they have been remedied through the current reforms under the aegis of the new Qualifications and Curriculum Authority‐‐it is ethically unjustifiable to export a failed VET system to countries which may be unaware of the critical research surrounding NVQs and CBET.

National vocational qualifications, scottish vocational qualifications and competence-based education and training: from de ville to beaumont1

1996 marked the tenth anniversary of the Review of Vocational Qualifications undertaken by Oscar de Ville (now Sir Oscar) and the setting-up of the National Council for Vocational Qualifications (NCVQ), of which he was the first Chairman. National Vocational Qualifications and Scottish Vocational Qualifications (NVQs/SVQs) have exerted a major influence on training and education in Britain. Despite widespread criticism from a number of quarters, NVQs have, until recently, appeared to enjoy a charmed existence, bolstered by official approval and supportive financial arrangements. The publication of the Beaumont Report, A Review of 100 NVQs and SVQs, in December 1995, may have marked a decisive turning point in the history of the NCVQ movement. This article outlines the development of competence-based education and training (CBET), and traces the influence of the 1981 New Training Initiative, including the transformation of its original ideas in the period leading to the publication of the 1986 Review. It considers some of the recent critiques of CBET. The article argues that the critics have misinterpreted the original ideas, and questions the conspiracy theory of CBET as a vehicle designed to take over education and training.

Professionalism, ethics and work‐based learning

Abstract Recent policy developments within the public service sector have led to widespread de‐professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence‐based education and training (CBET) strategies into professional studies. These developments are criticised for their failure to capture the essential epistemological and moral dimensions of the work of professionals, and programmes for professional regeneration are recommended through the renewed emphasis on the workplace as the site of professional learning. Work‐based learning may enable professionals to re‐affirm the importance of experiential learning and reinforce the centrality of the ethical bases of professional practice.

Professionalism, Ethics and Work-Based Learning

Abstract Recent policy developments within the public service sector have led to widespread de‐professionalisation and a general loss of motivation and morale within education, health and social work. This state of affairs has been brought about by the imposition of a social market on public sector professions and through the introduction of competence‐based education and training (CBET) strategies into professional studies. These developments are criticised for their failure to capture the essential epistemological and moral dimensions of the work of professionals, and programmes for professional regeneration are recommended through the renewed emphasis on the workplace as the site of professional learning. Work‐based learning may enable professionals to re‐affirm the importance of experiential learning and reinforce the centrality of the ethical bases of professional practice.

Morality, Work and Employment: towards a values dimension in vocational education and training

Abstract The marginalisation and neglect of values education at school level in England as a result of the pressures of the National Curriculum has been paralleled in post‐16 education by the spread of the competence‐based education and training (CBET) strategy which underpins the increasingly influential work of the National Council for Vocational Qualifications (NCVQ). This approach to vocational education and training (VET), if it allows for attention to values at all, results in a technical‐instrumental approach in which morality is interpreted as a “competence” designed to serve the needs of industry. In place of such an approach, an “education for work” programme‐‐based on a Deweyan conception of vocationalism‐‐is outlined, and full attention to the values dimension of work and employment is suggested. It is recommended that such a values‐based education for work core should form part of the 14‐19 curriculum for all students.

Opinion: Vocational Education and Training in the Post‐School Sector: Learning, Experience and Change in the NCVQ Model

Summary Although the competence‐based education and training (CBET) model developed by the National Council for Vocational Qualifications (NCVQ) is now influential at all levels of the system, there are growing criticisms of this outcomes approach within the sphere of vocational education and training (VET). Moreover, there appears to be a mismatch between mainstream CBET approaches, and preferred methodologies within farther and adult education, based on experiential and cognitive theories. In order to enhance vocational studies and to promote the learning workforce called for by the CBI and other relevant agencies, approaches to VET will need to attend to the processes of learning and modify the obsession with employer‐defined competence outcomes. In this respect, the recently introduced General National Vocational Qualifications (GNVQs) may offer the possibility of upgrading VET in general, and achieving genuine and lasting post‐16 curriculum reform.

Democratic Values and Purposes: the overlooked challenge of competence

Summary Interest in professional development based on competence‐based education and training (CBET) is growing. Competence models undoubtedly pose some important, constructive challenges to traditional arrangements for developing knowledge and expertise at all occupational levels. However, CBET's impact goes far beyond this. Its processes profoundly affect how teachers and learners view learning, assessment and the purposes of education itself. CBET is also symptomatic of wider changes in notions about ownership, pluralism and breadth in post‐compulsory education and training. It therefore poses a profound and forceful ideological challenge to particular educational values, and to the way teachers approach their professional role. This article uses post‐16 teacher education as a focus for exploring some of these wider effects. It reviews recent critiques of CBET and argues that many are preoccupied with attempting to improve its efficiency at the expense of examining the wider political and ideological c...

Tilting at Windmills: the problems of challenging the National Council for Vocational Qualifications

Summary The recent Smithers critique of the role of the National Council for Vocational Qualifications (NCVQ) has opened up the debate about the effectiveness of this system for achieving the current goals of upgrading vocational studies and reforming the 14‐19 curriculum. It is argued that, although Smithers is broadly correct in his attack on the NCVQ, there are some areas of ambiguity and also ways in which the critique fails to capture the full scope of the problems. The nature and full implications of the inappropriateness of the NCVQ enterprise is illustrated through an examination of the main weaknesses of National Vocational Qualifications (NVQs) and the competence‐based education and training (CBET) strategy which underpins them and, in particular, by reviewing some specific problems of learning and assessment and the findings of a number of recent critical studies. In view of the seriousness of these shortcomings of the NCVQ system it is suggested that perhaps the only genuine solution to the current difficulties lies in the recommendations of the 1993 National Commission on Education report for the abolition of the present system of academic and vocational qualifications.