Josie and Michelle point out that the strength of the CBT approach in Australia is that \u201cthe technical skills a learner needs to achieve to be deemed competent in a workplace are clearly defined.\u201d<\/p>\n

However, they note that \u201ca broader conception of what it means to be competent is needed, one that explicitly acknowledges the importance of \u2018non-technical\u2019 skills and capabilities, those such as critical thinking, learning from others, collaboration, creativity and innovation, and self-direction, and their role in helping learners to transfer the knowledge and skills acquired in one context to another.\u201d<\/p>\n

Josie and Michelle argue that:<\/p>\n

\u201cA case can now be made for a differentiated training and assessment paradigm
\nfor some qualifications; for example, VET qualifications at the diploma level and above in the Australian Qualifications Framework (AQF), or those in the creative and caring sectors, where personal attributes and capabilities are seen as more critical, in terms of establishing the key elements of what it means to be \u2018competent\u2019.\u201d<\/p>\n

One definition of competence the paper looks at is that used in Europe. Competence there is defined as:<\/p>\n

\u201ca combination of knowledge, skills and attitudes appropriate to the context. Competence indicates the ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development). Competence is not limited to cognitive elements (involving the use of theory, concepts or tacit knowledge); it also encompasses functional aspects (involving technical skills) as well as interpersonal attributes (e.g., social or organisational skills) and ethical values. Competences can be domain-specific, e.g., relating to knowledge, skills and attitudes within one specific subject or discipline, or general\/transversal because they have relevance to all domains\/subjects. In some contexts, the term \u2018skills\u2019 (in a broader sense) is sometimes used as an equivalent of \u2018competences\u2019.\u201d<\/p>\n

This means looking at aspects that are concerned with thinking critically, interacting with others and staying relevant. The issue of grading \u2018competence\u2019 and proficiency also raises its head in the paper.<\/p>\n

So, maybe this broader approach to thinking about what competency involves is worthy of consideration as we seek to look hard at the nature of training packages and other key elements of our system as part of the current movement to promote \u2018skills reform\u2019?<\/p>\n