Faculty of Education - Theses

Permanent URI for this collection

http://hdl.handle.net/11343/162

Filters

1994 - 1995 2
1 1
2
Reset filters

Settings
Statistics
Citations
End date: 1998 × Start date: 1991 × Subject: Competency based education × Subject: Training of ×

Search Results

Now showing 1 - 2 of 2
  • Item
    Thumbnail Image
    A Review of the changes necessary to ensure the successful implementation and maintenance of a competency based training and assessment program into the Australian Customs Service
    O'Neill, Jillian M.L ( 1995)
    This review examines the changes necessary to to ensure the successful implementation of competency based training and assessment into the Australian Customs Service as recommended by the "Review of the Australian Customs Service and Australian Customs Service - Report of the Consultancy for a Human Resource Development Plan" completed in November 1993.
  • Item
    Thumbnail Image
    Examination of the professional education and competencies of Victorian foresters
    Kentish, Barry ( 1994)
    Forestry appears to be in professional crisis, both from within and from outside the profession, over both the role and skills of foresters employed in public resource management. There are corresponding concerns about the curriculum offered by universities in the training of foresters. To address these concerns this research surveyed 201 members of the Institute of Foresters of Australia (FA) about their education, their beliefs about the essential skills of a forester and the nature of their employment, in terms of the frequency-of-use of proposed professional competencies. The survey revealed a similarity between the skills and knowledge considered important in training and the professional role. This picture, supportive of the technical expert role, differed from the image reported of the public role of the contemporary forester. There was, however, overall consistent agreement that communication and management skills were central to professional roles and incorporated the practical technical knowledge of the traditional science discipline in everyday professional practice. This study confirms a shift in the professional paradigm, reported in the literature and in responses of foresters in this study and elsewhere, from a restrictive mode of technical expertise to an extended mode of public policy development and appraisal in natural resource management. University-based professional education is expected by the respondents to somehow align professional education and professional practices. This implies a reappraisal of the dominance of the scientific-technical disciplines in order to develop competence in community resource management. As an interdisciplinary body of professional knowledge-in-use the new paradigm of forestry poses a substantial challenge to curriculum developers in Universities. Case orientated studies, which allow a merging of discipline-based and generic skill, are proposed as one promising approach.