Module Summary - The Competency Based Education and Training System

The competency based education and training (CBET) philosophy drives the method used to develop a curriculum within the TVET environment. According to Anderson and Woodhill (1999) competency based education addresses specific competencies, aligned to the expectations and requirements of the workplace and links knowledge to a skill that is a job requirement.

At the heart of the CBET philosophy is the development of competencies that are aligned to workplace requirements. The concept of competence is not only confined to technical skills but extended to key employability skills such as collaboration, creativity and critical thinking.

Some of the key features of competency based education and training are:

  1. Industry engagement
  2. Labour market research and intelligence
  3. Occupational standards
  4. Modularized approach to learning
  5. Theoretical and practical instruction
  6. Demonstrations
  7. Practical Assessments

The competency based philosophy is applied to the National Qualifications of Jamaica by clearly delineating what each level of the framework means and the competencies that learners are expected to acquire upon completing each qualification.

1. Examine the Competency Based Education and Training Systems

Competency Based Education and Training (CBET) is relevant within the context of technical vocational education and training. According to Anderson and Woodhill (1999) CBET addresses specific competencies, or tasks outcomes, that must be performed. It emphasizes workplace requirements and links the knowledge of a subject to the demonstration of a skill that is aligned to a job requirement. At the heart of competency based education and training is the importance of demonstrating competencies that are aligned to occupational fields.

The National Qualification Framework of Jamaica (NQF- J) lists eight levels of competencies. These are:

The Competency Based Education and Training Philosophy is drives the development and delivery of programmes at the HEART Trust NTA. As a result, they frame the development of occupational standards which further inform the development of programmes and curriculum. The competency standards therefore reflect the following major areas: