A well-planned competency-based internship program makes certain a student has acquired sufficient classroom competence to insure successful internship performance, provides students with a detailed plan for the internship and a systematic and comprehensive means of evaluating their own progress, and gives students experience in self-directed…

The complexity of the supervisor's role, the lack of research regarding supervisory behavior and relationships, and the need for development of a theory of supervision all seem to emphasize a demand for extensive research in the field of instructional supervision. Such research is particularly needed if supervisory programs are to be improved and…

This study measured the effectiveness of Structured Learning Training (SLT) for teaching confrontation skills to trainees varying in conceptual development. Both a self-instruction approach and a standard implementation of SLT were effective for teaching confrontation skills. Self-instruction SLT was more effective with high CL trainees than with…

The keyed bibliography brings together the important publications concerned with the issues of teacher selection, education, and training in an attempt to further the growth and development of family life education as a viable field of study. (Author)

At the University of Glamorgan (Wales) business school, students entering through traditional routes were compared with those following the competency-based approach of the National Vocational Qualifications (NVQs). The latter outperformed traditional students on most assessments, indicating that NVQs can widen access to higher education without…

Argues that the diversity of community colleges justifies a more subtle system of classification than the traditional Carnegie system, but the large number of missions taken on by community colleges complicates this goal. Makes a distinction between a characteristics-based system and an output-based system. Uses distinction to discuss schemes…

Data from an Australian evaluation of competency-based training (CBT) suggest that it emphasizes development of procedural, technical knowledge over reflective problem solving and precludes transformative learning. CBT's empowerment discourses are often belied by workplace realities. Identities of workers and vocational educators are circumscribed…

Describes a cost-effective process for delivering large-scale life support training in a medical center, a situation with high risk and low tolerance for incompetence. Discusses the reengineered credentialing system that delivers competency-based instruction via multimedia CD-ROM. (SK)

The Job Opportunities and Basic Skills (JOBS) program offers a chance to provide training and employment opportunities for people traditionally locked out of the labor market. It can stimulate greater cooperation among agencies and provide the impetus for creative approaches to serving the disadvantaged. It can boost enrollments and inspire new…

Consists of five articles on the topic of competencies in vocational agriculture. Topics covered include (1) competency-based instruction, (2) competencies for agricultural recordkeeping, (3) competencies in hydroponics, and (4) competencies in agribusiness. (CH)

Conventional secretarial courses typically use competency-based approaches. The author argues that these approaches are not appropriate for providing higher-level secretarial students with the knowledge, skills, and attitudes needed for new employment roles. The purpose of secretarial education is discussed, as well as the need for management…

Draws upon a case study of a community college program review to examine the application of a competency-based approach to the process of curriculum design. Suggests that competency-based curriculum development shifts the basis for decision making from teacher knowledge to an objectified accounting system of employers and curriculum technicians.…

Considers whether it is possible to develop work-based learning (WBL) that provides effective higher education and whether WBL is an appropriate way to structure workforce development. Uses the example of social work education to argue that WBL composed of outcomes achieved entirely through practice can be compatible with the aims of higher…

Traces the roots of outcome-based education in mastery learning. Considers such obstacles as lack of reform preconditions, poor understanding of program features, teacher resistance, teacher domestication, staff mobility, and routinization. (SK)

A framework for a competency rating scale combines types of literacy (reading, writing, numeracy, and document processing) and literacy levels (basic and required). Indicators of the competencies derived from individual behavior show whether the competency is fully established, just developing, or absent. (SK)