The emergence of competency-based training (CBT) reform at the beginning of the 1990s is one of the most important changes in education for many years. CBT is about the modernisation of work and education, and the development of training markets. It is consistent with human capital theory and with an emphasis on educational outcomes, but the origins of CBT reform also lie in the on-going debates about standards, assessment and the role of education in preparation for work. There has long been a conflict between academic and vocational models of the curriculum. CBT offers one solution to (or a reworking of) this conflict. This chapter explores the potential of CBT to change education and education-work relations. But is this change desirable?
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