Examines three distinct approaches to developing competency models: the modified task analysis approach, the critical trait approach, and the situational approach. Figures illustrate each model. (CT)

Presents a model for developing competency-based instruction via a matrix containing five conceptual dimensions: area of instruction, learning units, time allocations, levels of mastery, and objective classification. (CT)

Outlines an approach to curriculum development that stresses a competency-driven framework including competency identification, curriculum development, and performance measurement, as well as a component-based approach to educational development and training asset management. Set in a professional services firm, the framework could serve as a…

Discusses benchmarking--finding and implementing the best practices--in business and industry and describes a model that can be used in vocational-technical education. Suggests that benchmarking is a tool that can be used by vocational-technical educators as they strive for excellence. (JOW)

Competency modeling is an attempt to describe work and jobs in a broader, more comprehensive way. Some organizations are restructuring their performance-management systems (interviewing, selecting, developing, rewarding, recognizing) around competence models. (SK)

This applied project recognized the priority to identify, describe, and evaluate existing vocational education programs that are coordinated with the adult performance level (APL) competency based approach. Furthermore, the project supported the value of developing and testing one or more models for APL/vocational education interface. In order to…

This monograph examines the concept of competency-based education (CBE) as it applies to elementary and secondary schools by identifying the defining characteristics and underlying rationale that distinguish CBE from other educational approaches, by describing a decision-making framework for use with CBE programs, and by discussing several…

The purpose of this paper is to begin the process of bringing conceptual clarity and order to the discussion of competency based education. Toward this end, a number of steps have been taken: (1) the wide variety of educational practices that relate to the concept of competency based education, and the variety of programs that carry the label,…

As a result of program weaknesses found in a 1967 study of the counselor education program at Michigan State University, a new model entitled "systematic counseling" was developed. It has now been used with over 700 trainees and 6,000 clients in supervised practicum settings. Briefly, systematic counseling represents an organized means of…

This document is a report of the Special Education Supervisor Training (SEST) Project at the University of Texas at Austin. It contains a description of a conceptual model for generating, validating, and assessing competencies in the problem-solving, human relations, and job task domains which are critical to the success of instructional…

The Florida Bureau of Employment Service within the Florida Department of Commerce has developed and implemented a competency-based counselor training model which includes supervisory competencies. This article is limited to a discussion of the basic components of the supervisory portion of the model and the presentation of an actual case. (Author)

The article describes a method to link a competency based vocational curriculum that reflects current industry standards with the educational planning components of the Individualized Education Program. Implementations strategies and benefits of the V-TECS (Vocational-Technical Education Consortium of States) are considered. (CL)

Describes a training program designed to bring a competency-based adult education process approach to staff development for English-as-a-Second-Language instructors. (SK)

In 1997, in an unprecedented effort to resolve a cluster of practical problems that each of them faced, the governors of 19 western states formally launched the university that bears their name. The governors intended their new university to be student-centered but market-oriented; independent but serving needs across the western region through…

Engineering curricula are increasingly focused on developing student competencies. Many new competencies needed by engineers today are professional skills (sometimes called the "soft skills"). Among the new competencies for engineering graduates is global competence, the ability to work knowledgeably and live comfortably in a…