When looking at cost, it is necessary to consider the return on investment
(ROI) of e-training. That is, what is the cost of an untrained or poorly trained employee to the organisation? What is the cost to the organization for each hour of production downtime, and start-up delays? A well designed training program will pay off-set these costs and pay for itself many times over.

What is Competency-Based Education and Training (CBET)?

Competency-Based Education and Training (CBET) is a strategy which revolves around what is essential for all learners to “be able to do successfully at the end of their learning experiences”.

The Principles of CBET incorporate:

• A focus on outcomes as observable competencies
• Greater workplace relevance
• Assessments as judgments of competence
• Improved skills recognition
• Improved articulation and credit transfer

Focus on Outcomes

The primary emphasis is on the specification and assessment of outcomes referred to as competencies. These outcomes are clearly identified and communicated as performance indicators and are used to establish qualification and certification frameworks and monitor progress towards the achievement
of desired results.

Under this system, outcomes are expressed as explicit, observable workplace performance, so that the needs of employment can be clearly communicated.
The goals of these training programmes are redefinedand communicated with greater precision and judgments made about the extent to which any particular competency has been attained.

Greater Workplace Relevance

Under CBET, programmes are designed in an effort to make them more
relevant to workplace requirements. This normally begins with an analysis and identification of workplace competencies, which are then organized into a set of ‘competency standards’ for an occupation. Standards are firmly based on the needs of the job and not on assumptions. Competency-based educational reforms look to industry to take the lead in developing appropriate standards and to involve persons in the workplace as widely as possible in determining and endorsing competency standards.

Assessments as Judgement of Competence

The performance criteria and the conditions under which achievement will be assessed are explicitly stated and made public in advance. Assessment of competency takes the learner’s knowledge and attitudes into account but requires actual performance of the competency as the primary source of evidence.
The “acid test” is a process of collecting evidence and making judgement on whether competence has been achieved.

Improved Skills Recognition

Learners are provided with a record of the competencies already achieved and those still to be achieved.

Improved Articulation and Credit Transfer

The knowledge and skills of learners are assessed as they enter a programme. Credits are applied for competencies already attained. Prior learning is recognized as contributing towards a competency. Mutual recognition of competencies across occupations is facilitated and transferable across programmes and institutions.

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