Competency Based Education and Training: Implications for Workforce Antonia Coward PhD.

1. Competency Based Education and Training: Implications for Workforce Antonia Coward PhD. TVET/BCC TOT 2007

2. UNIT 1 COMPETENCIES On successful completion of the presentation, participants will be able to: • Discuss the underpinnings of the competency-based training approach • Comment critically on the strengths and limitations of competency-based training • Establish the link between competency-based training and the implications for the workforce TVET/BCC TOT 2007

3. THE COMPETENCY-BASED APPROACH TO EDUCATION AND TRAINING GAP Education and training provided by institutions Job requirements for competent performance DIFFERENCE • CLOSING THE GAP: Training • Targeting • Defining the gap clearly • Specifying the occupational standards • Applying the “functional analysis approach” to training TVET/BCC TOT 2007

4. Characteristics of Competency Based Training (CBT) • Modularization • Credit for experience • Self-paced learning • Open entry and exit • Criterion referenced assessment • Graduates are job ready TVET/BCC TOT 2007

5. Industry institute interaction • Standards and competencies are verified • Quality assurance • Emphasises mastery • Systematic record-keeping and feedback mechanisms TVET/BCC TOT 2007

6. WHAT IS MEANT BY “COMPETENCY”? TVET/BCC TOT 2007

7. DEFINING COMPETENCY COMPETENCY An observable, measurable behaviour / performance of integrated skills, knowledge and attitudes, using specific tools, equipment, materials and techniques to complete tasks generally associated with an occupation or job TVET/BCC TOT 2007

8. LIMITATIONS • May be misused to exaggerate the importance of minute details • May be time consuming in its true form, owing to the focus on: • Functional analysis, • identifying core abilities, • competencies, • learning objectives and • standards TVET/BCC TOT 2007

9. WHAT IS MEANT BY “A STANDARD”? TVET/BCC TOT 2007

10. STANDARDS-BASED CURRICULUM DEVELOPMENT STANDARD The standard is a specification of the minimum level of acceptable quality in a product, procedure or process (including a service): “minimum” here equates with a benchmark – “it” must at least display these features/characteristics/qualities to be considered acceptable. “Minimum” does not mean “low” standard. TVET/BCC TOT 2007

11. Linking Competency Based Training and National Occupational Standards TVET/BCC TOT 2007

12. 1. Course Development: training objectives, curricula and learning materials, is based on the achievement of established competency standards or use of the DACUM approach/ functional analysis 2. Course Accreditation/verification by training recognition bodies ensures that courses and training programmes are designed to achieved the established competency standards TVET/BCC TOT 2007

13. Training Delivery of accredited courses and recognised training programmes by trained providers ensures that quality vocational training is provided to the workforce • Assessment of Competency involves judging the competency of individuals against the established competency standard TVET/BCC TOT 2007

14. 5. Certification is formal recognition that an individual has achieved or demonstrated the required standard of competency. Provision of a credential or statement of attainment will assist the individual in proving their skills when moving between jobs (portability) and in career progression in general TVET/BCC TOT 2007

15. Monitoring and verification processes ensure that the vocational training system delivers national competency standards • Review of industry competency standards on a regular basis ensures that the standards remain relevant to the actual needs of industry TVET/BCC TOT 2007

16. Implications for the Workforce TVET/BCC TOT 2007

17. Ensures that skills and knowledge are transferable and portable across workplaces and industries • Allows prior learning to be formally recognized • Provides targeted training to meet industry requirements TVET/BCC TOT 2007

18. Improves recruitment through a national system of skills recognition • Clarifies work requirements and responsibilities thereby facilitating reduction in industrial conflicts • Provides employees who have the requisite competencies to give companies competitive advantage in the global market place TVET/BCC TOT 2007

19. Improves the quality of the labour force with more relevant “skill sets” • Links present and future industry skill needs with work organisation • Assists in evaluating the skill levels of prospective and existing workers TVET/BCC TOT 2007

20. Emphasises flexibility and continued skill development to facilitate faster adjustment to change • Increases access to cost efficient training through being able to select from a range of training providers and through being able to identify and select the parts of the training offered that are most relevant to the industry TVET/BCC TOT 2007

21. Makes clear the skills levels needed to compete for and maintain jobs • Identifies the qualification path relevant to the areas of work • Provide workers who are better able to compete in the global markets TVET/BCC TOT 2007

22. THANK YOU TVET/BCC TOT 2007