By Jonathan C Smith (ed.)
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They may do so for very general skills—such as some of those involved in writing—and not for quite narrow ones which are new to the syllabus. Similarly with vocationally related competencies: some narrow ones may be more problematic than some more general ones. Contingently, this is rarely the case. If we had a very well developed system of integrated apprenticeships, and a corps of trainers who had experienced the same system and internalised its standards, the problem would be minor in scale.
Narrow versus broad views of competence Our training infrastructure is based, in the main, on the narrow, task-based view of competence and standards. : • standards setting and the development of vocational qualifications • delivery of accreditation and assessment systems. Standards setting This is evidenced in some of the examples described in the sections above, which apply to standards setting, and may be clearly seen in most of the NVQs which have been accredited to date. For example, the ABCTG standards are delivered by an RSA certificate7 which has an assessment format based on tasks.
1981) Does Performance Based Teacher Education Really Work? (Case Studies), Columbus, OH, National Center for Research in Vocational Education. B. (1986) ‘Arkansas’ PBTE and CBAE Professional Development Programmes’ in Harrington and Kalamas (Eds)Achieving Professional Excellence—Conference Proceedings, Columbus, Ohio, National Center for Research in Vocational Education. BLANK, W. (1987) ‘A statewide system of competency based instruction’, in Journal of lndustrial Teacher Education 24(4), pp.