Competency-based training (CBT) is a curriculum model employed in educational sectors, professions and industries around the world. A significant feature of the model is its permeability to control by interests outside education. In this article, a "Neoliberal" version of CBT is described and analysed in the context of Australian…

The definition of education and learning has been changing in recent years, as the field experienced, and is still experiencing, many changes. One of those changes is a rise in adult learners in higher education. In order to cope with this particular change and set their classrooms up for success, it is vital for educators to be aware of and…

For many years, schools of social work have engaged in partnerships, especially with public child welfare agencies, to prepare a competent and professional child welfare workforce through the mechanism of Title IV-E training. In 2008 the National Child Welfare Workforce Institute (NCWWI) established an additional resource for preparing students in…

This document is a revised version of the National Consumer and Financial Literacy Framework (the Framework) originally developed in 2005. It articulates a rationale for consumer and financial education in Australian schools; describes essential consumer and financial capabilities that will support lifelong learning; and provides guidance on how…

The University of Miami Miller School of Medicine (UMMSM) has developed and implemented a competency-based undergraduate medical education (UME) curriculum that targets 61 learning objectives for three geriattic syndromes: dementia, falls, and delirium. This curriculum redesign changed the educational focus from what is taught to what is learned.…

Competency-based instructional programs are being discussed in many, and enacted in some, educational districts. Reports of this process from Oregon, California, and Ohio are included among the 12 entries in an annotated bibliography. All entries are from the ERIC system. (MLF)

Develops a number of arguments to demonstrate the inadequacy of behaviorally defined objectives as a basis for curriculum planning. Argues that human behavior cannot be adequately accounted for by using engineering technological criteria and claims that the key to designing an adequate curriculum is the concept of a person. (NRJ)

Reviews and discusses the potential accomplishments and limitations of a performance-based method of deriving instructional content, taking into account five broad classes of learning outcomes--intellectual skills, information, cognitive strategies, attitudes, and motor skills--which are viewed as what is learned in any or all of the subjects of a…

Trade and industrial education (T&I) has been using performance-based instructional systems long before competency-based education (CBE) emerged as a creative innovation in other subject areas. Allen devised the forerunner of the present CBE system in 1917 by carefully plotting competencies and delineating job analyses from these, and Fryklund's…

Examines six simplistic beliefs about curriculum and their implications for curriculum development and educational practice. Argues that simplistic notions of curriculum must be challenged, and extensive efforts must be made to develop a comprehensive concept of curriculum. (JG)

Each volume of this three-volume set is divided into two major sections. The first section presents the narrative report of a study designed to assist Michigan vocational agriculture teachers in implementing local competency-based vocational agriculture programs by (1) developing student performance objectives; (2) identifying up-to-date reference…

Each volume of this three-volume set is divided into two major sections. The first section presents the narrative report of a study designed to assist Michigan vocational agriculture teachers in implementing local competency-based vocational agriculture programs by (1) developing student performance objectives; (2) identifying up-to-date reference…

Each volume of this three-volume set is divided into two major sections. The first section presents the narrative report of a study designed to assist Michigan vocational agriculture teachers in implementing local competency-based vocational agriculture programs by (1) developing student performance objectives; (2) identifying up-to-date reference…

The author discusses the importance of affective objectives in the educational process, and the difficulties in formulating, providing activities in, and evaluating the attainment of these objectives. A distinction is drawn between explicit objectives (those that should be revealed to the student) and implicit objectives (those that are…