• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Journal articles
    • View Item
    • Home
    • Griffith Research Online
    • Journal articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Towards an epistemically neutral curriculum model for vocational education: from competencies to threshold concepts and practices

    Author(s)
    Hodge, Steven
    Atkins, Liz
    Simons, Michele
    Griffith University Author(s)
    Hodge, Steven M.
    Year published
    2016
    Metadata
    Show full item record
    Abstract
    Debate about the benefits and problems with competency-based training (CBT) has not paid sufficient attention to the fact that the model satisfies a unique, contemporary demand for cross-occupational curriculum. The adoption of CBT in the UK and Australia, along with at least some of its problems, can be understood in terms of this demand. We argue that a key problem with CBT is that as a cross-occupational curriculum model it impacts too strongly on the way particular occupations are known and represented. Following this line of argument, we propose that more effective models will be those that are ‘epistemically neutral’ ...
    View more >
    Debate about the benefits and problems with competency-based training (CBT) has not paid sufficient attention to the fact that the model satisfies a unique, contemporary demand for cross-occupational curriculum. The adoption of CBT in the UK and Australia, along with at least some of its problems, can be understood in terms of this demand. We argue that a key problem with CBT is that as a cross-occupational curriculum model it impacts too strongly on the way particular occupations are known and represented. Following this line of argument, we propose that more effective models will be those that are ‘epistemically neutral’ and thus responsive to the inherent knowledge and practice structures of occupations. We explore the ‘threshold concepts’ approach as an alternative that can claim to be sensitive to occupational structures. We indicate ways it contrasts with CBT but also note some difficulties with the approach for vocational education.
    View less >
    Journal Title
    International Journal of Training Research
    Volume
    14
    Issue
    3
    DOI
    https://doi.org/10.1080/14480220.2016.1256895
    Subject
    Technical, Further and Workplace Education
    Education
    Economics
    Studies in Human Society
    Publication URI
    http://hdl.handle.net/10072/100832
    Collection
    • Journal articles

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander