Competency-Based Training: Different Perceptions in Australia and Germany

Autor/in	Hellwig, Silke
Titel	Competency-Based Training: Different Perceptions in Australia and Germany
Quelle	In: Australian Journal of Adult Learning, 46 (2006) 1, S.51-74 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Foreign Countries; Comparative Analysis; Vocational Education; Competency Based Education; Comparative Education; National Curriculum; National Standards; Educational Assessment; Educational Indicators; Politics of Education; Educational Policy; Policy Analysis; Australia; Germany + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Vergleichende Erziehungswissenschaft; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Educational policy; Bildungspolitik; Politics of education; Politikfeldanalyse; Australien; Deutschland
Abstract	The German dual apprenticeship system has traditionally been viewed as an effective system for generating a highly skilled workforce in the trades, crafts and service sectors. In addition, countries and systems looking to improve their own approaches to vocational education and training (VET) have considered as exemplary the main features of the "dual system" (that is, two learning sites and shared responsibility between private employers and public vocational schools). Nevertheless, competency-based training (CBT) as it has been implemented in the Anglophone countries has increasingly attracted the attention of public officials, vocational educators and VET researchers in Germany. This attention has been especially focused on the modularisation of curriculum and the importance of vocationalism in education and training systems. Comparative studies of these dual concepts (for example Deissinger 2002, Ertl 2000) have been used to inform policy and practice. This paper focuses on the competency-based approach to VET in Australia and examines how reforms aimed at developing a national system, and implementing CBT in curriculum, training delivery and assessment are evaluated by stakeholders (for example, representatives of government, educators and academics). It also compares reforms to VET in Australia with those used in Germany for reforming and restructuring the dual system. This analysis is used to generate conclusions about the extent to which aspects of the Australian CBT model might be successfully applied to dual system reforms in Germany. (Contains 1 footnote.) (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra ACT 2603 Australia. Tel: 02 6274 9515; Fax: 02 6274 9513; e-mail: j.mccomish@ala.asn.au; Website: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10