Locating the Fault Line: The Intersection of Internationalisation and Competency-Based Training

Autor/in	McKay, Heather
Titel	Locating the Fault Line: The Intersection of Internationalisation and Competency-Based Training
Quelle	In: International Education Journal, 4 (2004) 4, S.203-211 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Adult Education; Foreign Countries; Vocational Education; Competency Based Education; Educational Philosophy; Change Strategies; Educational Change; Global Approach; Education Work Relationship; Lifelong Learning; Educational Development; Educational Trends; Educational Objectives; Educational Theories; Educational Methods; Politics of Education; Australia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Ausbildung; Berufsbildung; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsphilosophie; Erziehungsphilosophie; Lösungsstrategie; Bildungsreform; Globales Denken; Life-long learning; Lebenslanges Lernen; Bildungsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Educational theory; Theory of education; Bildungstheorie; Educational method; Erziehungsmethode; Educational policy; Bildungspolitik; Australien
Abstract	This paper argues that the Tertiary and Further Education system in Australia has responded to globalisation in two paradoxical ways; the pro-active response of internationalisation and the reactive response of competency-based training. Competency-based training currently has a strangle hold on the TAFE sector and education has become a process of domestication and reproduction rather than liberation and inspiration. Using Bateson's systems model and Foucault's notions of discourse, it is argued that direct resistance to competency-based training is not an effective strategy and may even prove counterproductive. Given that internationalisation is a discourse that is allowed in TAFE in the current context, it is argued that educators can use this as a tool to critique competency-based training and gain space for education that is liberatory and constructive. (As Provided).
Anmerkungen	Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10