The UNESCO-UNEVOC International Centre: Who We Are | What We Do | Working With Us | Get in Touch
The UNEVOC Network: Learn About the Network | UNEVOC Network Directory
For Members: UNEVOC Centre Dashboard
Thematic Areas: Inclusion and Youth | Digital Transformation | Private Sector Engagement | SDGs and Greening TVET
Our Key Programmes & Projects: BILT: Bridging Innovation and Learning in TVET | Building TVET resilience | TVET Leadership Programme | WYSD: World Youth Skills Day
Past Activities: COVID-19 response | i-hubs project | TVET Global Forums | Virtual Conferences | YEM Knowledge Portal
Our Services & Resources: Publications | TVET Forum | TVET Country Profiles | TVETipedia Glossary | Innovative and Promising Practices | Toolkits for TVET Providers | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News
A structured training and assessment system that allows individuals to acquire skills and knowledge in order to perform work activities to a specified standard.
A method of training which develops the skills, knowledge and attitudes required to achieve competency.
An approach to training used widely in technical and vocational education and training. It emphasises mastery of learning outcomes that define the skills and knowledge needed. A learner must be considered competent before moving onto the next stage of their learning journey. For this reason, CBT is not a time-based approach.
Competency-based training (CBT) is an approach to vocational education and training that places emphasis on what a person can do in the workplace as a result of completing a program of training. Competency-based training programs are often comprised of modules broken into segments called learning outcomes, which are based on standards set by industry, and assessment is designed to ensure each student has achieved all the outcomes (skills and knowledge) required by each module. Ideally, progress within a competency-based training program is not based on time. Some competency-based training modules have two assessment components: 1. On-the-job 2. Off-the-job
(adapted from: AICL Student Handbook v4, p35 - Accessed in Nov. 2014. Source: http://www.aicl.nsw.edu.au/data/download/AICL_Student_Handbook%20_Feb_10_V4.0.pdf )
Refers to a system by which the learner acquires a competency or a qualification based on demonstrated ability rather than on the time spent on training.