Competency‐based standards for industry trainers: a critical comparison of international models

Models of competency standards for industry trainers now exist in Canada, Britain, USA, and Australia. These models all tend to define the training roles to which they apply, cluster the areas of competence in some way, and define the required competencies. The models also have interesting distinguishing features. Apart from the different mechanisms by which they achieve each of the above points, they differ in the purposes for which they were designed. The wishes of the stakeholders who controlled or initiated their development, and the particular contexts within which they were developed have been powerful influences. We assert that competency based standards can make a valuable contribution to the workforce but more is required on a range of higher order competencies, on the clarification of values which are implicit in the models and on quality assurance in relation to the ways they are developed and used. To enhance such work we show that an integrated approach to competency standards has advantages over previous approaches. Indeed such an integrated approach is perceived as one more stage in the development of a distinct HRD discipline.     

The Effect of Method of Instruction on Long‐term Retention of Mathematics Concepts

This paper presents the final report of an extended study which assessed the viability of individualised tertiary mathematics instruction in Australia. Data collected over five years between 1978 and 1984 gave information on three treatments: a personalised system of instruction based closely on the Keller Plan with no final examination, a conventional lecture course with final examination and a modified personalised system including lectures. Long‐term retention of concepts was used as the major criterion for judging success of the methods. Results favouring students taught in the conventional manner have led to a questioning of the original precepts of the personalised system as developed by Keller.     

Influences of the learning environment of a Regional University Campus on its international graduates

Staff and students at small regional campuses often consider them to be a learning environment with many advantages. Students can benefit from the opportunities for enhanced access to staff provided by factors such as small classes and a compact campus. International students from non-English-speaking backgrounds are one group for whom these factors can be particularly helpful in their adjustment to a new society as well as in their continuing study program. This belief is tested in the study described in this paper. Factors identified by international students as influencing their learning at a small campus situated a considerable distance from the state capital indicate strengths to be built on and celebrated and areas that call for the development of strategies to improve the quality of that learning environment. Former international student graduates were surveyed concerning their perceptions of their regional Australian university experience and the professional preparation it provided. Other Australian higher education institutions, particularly those with regional campuses, can make use of the insights gained through the study: as well as having implications for the provision of a quality learning experience and environment for all students, not only international students, they also have a bearing on international marketing strategies.