|
|
|
|
| LEADER |
03501cam a2200361 a 4500 |
| 001 |
c000293068 |
| 003 |
CARM |
| 005 |
20090629081023.0 |
| 008 |
961022s1995 acaak b 000 0 eng d |
| 019 |
1 |
|
|a 12693015
|z 42842653
|5 LACONCORD2021
|
| 020 |
|
|
|a 0644472499
|
| 035 |
|
|
|a (OCoLC)37085076
|5 LACONCORD2021
|
| 040 |
|
|
|a ANL
|b eng
|c ANL
|d XNTU
|
| 042 |
|
|
|a anuc
|
| 043 |
|
|
|a u-at---
|
| 050 |
1 |
4 |
|a LC1033.A8
|b A83 1995
|
| 082 |
0 |
4 |
|a 374.0130994
|2 20
|
| 245 |
0 |
4 |
|a The availability of competency-based training in TAFE and Non-TAFE settings in 1994 /
|c group for research in employment & training: Erica Smith ... [et al.].
|
| 260 |
|
|
|a Canberra :
|b Dept of Employment, Education and Training,
|c 1995.
|
| 300 |
|
|
|a xvii, 118 p. :
|b ill., forms ;
|c 25 cm.
|
| 500 |
|
|
|a At head of title: Charles Sturt University.
|
| 500 |
|
|
|a "Research commissioned by the Department of Employment, Education & Training"
|
| 504 |
|
|
|a Bibliography: p. 79-80.
|
| 505 |
0 |
|
|a 1. Introduction: competency-based training in the Australian context -- What is competency-based training? -- Reasons for the introduction of CBT -- Debates relating to CBT -- Key milestones in the implementation of CBT and related institutions and processess -- Previous research into the implementation of CBT in Australia -- Rationale for this study -- A working definition of CBT -- Progress in CBT -- 2. Research method -- Design and piloting of the questionnaire -- TAFE -- Non-TAFE providers -- Summary -- 3. The providers and their courses -- 4. Development, accreditation of monitoring of courses -- Documentation in CBT format -- Industry involvement in course development -- Monitoring the course for industry relevance -- Industry involvement in course monitoring -- 5. Assessment -- When: testing on demand -- Where: testing in the workplace -- Who: the use of workplace accessors -- How: to grade or not to grade -- 6. Recognition of prior learning -- Extention of recognition of prior learning in TAFE and non-TAFE sectors -- Extent of RPL provision by field of study and qualification level -- STudent use of RPL -- Availablility of RPL data -- 7. Staff development -- TAFE providers -- Non-TAFE providers -- National initiatives -- 8. Providers' opinions about CBT -- Non-TAFE providers -- TAFE systems -- 9. An indicative categorisation of competency-based courses -- Blocks of CBT indicators -- CBT bands -- Categorisation of 1994 courses by CBT band -- Analysis of CBT bands for TAFE courses -- Analysis of CBT bands for non-TAFE courses -- Progress towards CBT -- Analyis of CBT bands for 'post-NFROT' courses -- 10. Conclusion -- An overall picture of trhe results of the study -- Progress in the implementation of CBT -- A model of CBT implementation -- Difficulties in monitoring the progress of CBT -- Appendix 1. Questionnaire -- Appendix 2. Acknowledgments -- Appendix 3. Data collection in TAFE States and Territories -- Appendix 4. Tables relating to chapters 4,5, and 9.tream K`
|
| 650 |
|
0 |
|a Competency based education
|z Australia.
|
| 650 |
|
0 |
|a Occupational training
|z Australia.
|
| 650 |
|
0 |
|a Vocational education
|z Australia.
|
| 700 |
1 |
|
|a Smith, Erica.
|
| 710 |
1 |
|
|a Australia.
|b Dept. of Employment, Education and Training
|
| 710 |
2 |
|
|a Charles Sturt University
|
| 852 |
8 |
|
|b CARM
|h A3:AD30G0
|i C11947
|p 0529532
|f BK
|
| 999 |
f |
f |
|i 467dcfb3-e00e-5026-ab79-8705c925f08b
|s 05150a11-3173-56ce-9b97-18f94838adbc
|
| 952 |
f |
f |
|p Can circulate
|a CAVAL
|b CAVAL
|c CAVAL
|d CARM 1 Store
|e C11947
|f A3:AD30G0
|h Other scheme
|i book
|m 0529532
|