Abstract
The future of competency-based training may well contain surprises and the results of strategic planning can only be faintly seen through future misty proposals. Knowledge of the learning approaches by students, the benefits of communities of practice in the classroom and the quality of competency-based curriculum in Vocational Education and Training is the epistemological key to applied learning. This has to be combined with an ontological focus to ensure that curriculum encourages teaching, knowing and learning and becomes part of who we are rather than just something a teacher must follow. Curriculum designers are urged to limit the content so students can be led to investigate, explore and draw inferences from their own research. However, it is important that curricula retain links with the real world while at the same time retaining flexibility that allows ideas to be expanded and explored in a scholarly way. The curriculum design also needs to accommodate varied learning styles while stimulating the learner to evoke interest in the content. The curriculum is an essential and important element in the educational environment and the supporting assessments act as a driving force in capturing the objectives of the educator. If well designed and developed, then vocational curriculum will provide the basis for good learning and teaching.
| Original language | English |
|---|---|
| Pages (from-to) | 1-25 |
| Number of pages | 25 |
| Journal | AARE 2006 conference proceedings |
| Publication status | Published - 2007 |
| Event | Australian Association for Research in Education Conference - Adelaide, SA Duration: 27 Nov 2006 → 30 Nov 2006 |