Findings, Conclusions and recommendations
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In overview, this research project has used a consolidated body of data from subjects across two states in two industries in both metropolitan and non-metropolitan centres to determine if, and in what ways CBT has contributed to developing an adaptable and flexible workforce. Three separate lines of inquiry have been pursued in this project. These relate to (i) CBT as a model of curriculum development; (ii) assessment practice and (iii) the impact of CBT on instructors' practice. These three separate but interrelated lines of inquiry (comprising NREC subprojects #4, #5 and #6) used the same body of data for its analyses and deductions. However, the use of particular items across the subprojects tendered to differ. The findings from each of these separate inquires are presented in Chapters 4, 5 and 6, respectively. This chapter seeks to consolidate the outcomes of these three lines of inquiry in responding to the overall research question for the project. The chapter commences with summary statements and overviews of findings from each of the three projects and then aggregates these deductions in providing a response to the central question. Following this, a set of proposals arising from the analyses and deductions are presented suggesting means to enhance the prospects for achieving an adaptable and skilful workforce in ways that address the needs of industry, enterprise and individual Australians.
A Decade of CBT: Teaching for Flexibility and adaptability
Copyright 1999 National Centre for Vocational Education Research. Reproduced in accordance with the copyright policy of the publisher : Use hypertext links to find t he original publication.