Explores the incompatibility between constructivist theories of learning and realist metaphysics (belief that knowledge and skills exist in mind-independent workplace practices). Shows how this results in conflict between constructivist teaching approaches and the transmission or banking mode favored by realist metaphysics. (SK)

A germ cell model of development based on a cognitive view of learning is used to propose that the cognitive skills needed in today's workplace necessitate reconceptualizing skill acquisition, learning, and training. The model is contrasted with the limitations of competency-based, behaviorist approaches. (SK)

Reviews the status of National and Scottish Vocational Qualifications in the United Kingdom in terms of employer acceptance, role in company training, employee participation, small business usage, and overall employer investment in training. Considers the implications of concerns about the system for the learning targets to be achieved by the new…

Fuller introduction of competency-based National Vocational Qualifications learning and assessment could have beneficial effects on teacher training in Britain. These changes would be part of a process that is democratic without lowering standards. (SK)

Pressure from policymakers and industry and the drive for competitiveness are the impetus behind national industry skill standards, already in place in some industries and states. Obstacles include controversy over the cluster versus specific approach, union fears, and employer and school acceptance. (SK)

Modern language classes for adults in Cheshire (England) take a competency-based approach with four levels. The competencies enable enrollment at the proper level and serve as a form of self-assessment to monitor progress. (SK)

Rapid development of competency standards for management education concurrent with their implementation has left some questions unresolved: the rationale for linking occupational standards to academic awards; establishing and ensuring generally accepted standards; comparability of student experience; and policy protecting the candidate against…

Reviews past attempts to restructure U.S. education, effects of competency-based education, and the role of teacher certification. Considers the impact of federal legislation concerning certification. (SK)

Study of an adult degree program used enrollment data 1986-96, course progression data 1990-95, and surveys of 140 enrolled and 250 not enrolled students. Three-fourths of those who graduated 1988-94 did so within three years; retention was most difficult in the self-directed and research phases; women's graduation rate was higher. (SK)

Tacit knowledge and judgment associated with vocational education requires high levels of expertise on the part of assessors. A new model of competency-based education emphasizes the exchange of tacit knowledge and exercise of tacit judgment on learning, shedding new light on old debates about competency-based education and training. (SK)

Tests alternative performance-based instructional models of growth in students' academic achievement in elementary schools. Models tested viewed growth in academic achievement as function of exposure to academic subject matter, task quality, and student engagement. Results indicate best fit was achieved by a structural model that includes student…

Graduate schools of public health are reconsidering the way they prepare students for public health practice, working to ensure that graduates with master's of public health degrees are competent to meet the current challenges of practice. Alumni of schools of public health may be required to demonstrate competency in the domains of skills,…

Child care and auto body students in 11th and 12th grades (n=279) completed two separate administrations of occupational competency tests: paper followed by paper, paper followed by Internet-based, Internet-paper, or Internet-Internet. No statistically significant differences appeared. Scores on the second administration were higher for the…

New Hampshire's Competency-Based Transcript includes traditional transcript information and demonstration of cross-cutting skills (decision making, problem solving, communication, interpersonal, information use) with applications in math, science, social studies, and English. These skills are assessed against competency-based performance…

Case studies of competency-based training demonstrate the narrowness of a conception of vocational competence that does not include tacit skills and experienced judgment. New approaches to understanding the multilocational, interrelated processes of knowing and doing are needed in order to devise a new definition of competence. (Contains 37…