Competency-based training: Review of research

Although there is no one single definition of competency and competency-based training (CBT), the author has accepted the definitions of competency and CBT promulgated by the Australian National Training Authority through its National Training Framework. Competency is described as 'the specification of knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace'. Competency-based training is performance- and standards-based and related to 'realistic work practices'. It has been a pivotal part of training reform in Australia and overseas.

This book provides a review of the research on competency-based training. It includes information on the industrial and economic contexts that formed the backdrop for training reform in Australia.

This review of research provides information to show how teaching and learning and administration in vocational education and training (VET) has been affected by the implementation of CBT. Evidence about the effectiveness or otherwise of CBT is taken from empirical studies conducted in Australia and overseas, and theoretical debates on the relative merits of the approach. Included are studies that have examined the implementation of CBT from the perspective of VET teachers, administrators and students. Findings from these studies are mixed. They show the positive and negative effects of CBT reforms on the work of teachers and administrators and the learning of students.

Positive effects include an increased focus on delivering training which is responsive to the needs of the workplace, increased accessibility and flexibility of training for clients, and training based on national industry or enterprise- specific standards.

Negative effects are related to the inadequate resourcing and preparation of VET teachers and trainers for the implementation of the reforms, increased administrative obligations and dissatisfaction with the outcomes of the learning approach that is promoted under a modularised curriculum.

The review concludes with implications for further research. These include comparisons of outcomes obtained by students prior to and after the implementation of CBT.