Two definitions most often used by adult educators to describe competency-based adult education (CBAE) are one posited by Spady (1977) and another formulated by state adult basic education directors. The first, a "prescriptive-consensual" definition, describes conditions of a phenomenon (CBAE) and relies on the experience of acknowledged experts,…

This conference paper examines issues regarding minimum competency testing, including: (1) the history and current status of minimum competency testing programs, in the U.S. and especially in the Midwest; (2) technical characteristics of minimum competency tests; (3) the relationship of minimum competency tests to the regular curriculum and…

Describes competency-based vocational education and discusses three systems to measure student performance: time free, competency profiles, and time quality. (JOW)

The author examines how research into the learning process paved the way for the application of modern technology--the microcomputer--to individualized, competency-based learning systems. He also discusses the educational benefits of such technologies as videocassette recorders, two-way cable television, telemail, viewdata, and robots. (CT)

Reviews the benefits of self-paced, short-term training programs for community colleges and for adult learners. Identifies the characteristics of competency-based education that should be included in the short-term training. Suggests scheduling and registration/tracking possibilities and underscores the importance of close interaction between…

Reviews and discusses the potential accomplishments and limitations of a performance-based method of deriving instructional content, taking into account five broad classes of learning outcomes--intellectual skills, information, cognitive strategies, attitudes, and motor skills--which are viewed as what is learned in any or all of the subjects of a…

The state laws currently being passed to promote competency-based education and testing are so lacking in detail and so unrealistic in their expectations that they will do little to restore public confidence in education and may even have a disruptive influence. (SJL)

Describes Western Governors University, a virtual university (http://www.westgov.org) organized by 15 western states and Guam to offer competency-based degrees via the Internet, electronic mail, computer software, video, or satellite. (Author)

When selecting a multimedia producer, it is important to know how they do their work and the quality of their products. Factors include who is in control of the process, personal comfort with the production team, and their instructional capability. (JOW)

Explores the incompatibility between constructivist theories of learning and realist metaphysics (belief that knowledge and skills exist in mind-independent workplace practices). Shows how this results in conflict between constructivist teaching approaches and the transmission or banking mode favored by realist metaphysics. (SK)

A germ cell model of development based on a cognitive view of learning is used to propose that the cognitive skills needed in today's workplace necessitate reconceptualizing skill acquisition, learning, and training. The model is contrasted with the limitations of competency-based, behaviorist approaches. (SK)

Fuller introduction of competency-based National Vocational Qualifications learning and assessment could have beneficial effects on teacher training in Britain. These changes would be part of a process that is democratic without lowering standards. (SK)

Pressure from policymakers and industry and the drive for competitiveness are the impetus behind national industry skill standards, already in place in some industries and states. Obstacles include controversy over the cluster versus specific approach, union fears, and employer and school acceptance. (SK)

Reviews past attempts to restructure U.S. education, effects of competency-based education, and the role of teacher certification. Considers the impact of federal legislation concerning certification. (SK)

Urges teachers who have replaced teacher-planned and implemented instruction with less effective instruction because of the Ohio Proficiency Tests to recast their teacher role from passive technician to that of proactive decision-maker. (NH)