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Locating the Fault Line: The Intersection of Internationalisation and Competency-Based Training

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Title: Locating the Fault Line: The Intersection of Internationalisation and Competency-Based Training
Language: English
Authors: McKay, Heather
Source: International Education Journal. 2004 4(4):203-211.
Availability: Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Peer Reviewed: Y
Page Count: 9
Publication Date: 2004
Document Type: Journal Articles
Reports - Descriptive
Education Level: Adult Education
Higher Education
Descriptors: Adult Education, Foreign Countries, Vocational Education, Competency Based Education, Educational Philosophy, Change Strategies, Educational Change, Global Approach, Education Work Relationship, Lifelong Learning, Educational Development, Educational Trends, Educational Objectives, Educational Theories, Educational Methods, Politics of Education
Geographic Terms: Australia
ISSN: 1443-1475
Abstract: This paper argues that the Tertiary and Further Education system in Australia has responded to globalisation in two paradoxical ways; the pro-active response of internationalisation and the reactive response of competency-based training. Competency-based training currently has a strangle hold on the TAFE sector and education has become a process of domestication and reproduction rather than liberation and inspiration. Using Bateson's systems model and Foucault's notions of discourse, it is argued that direct resistance to competency-based training is not an effective strategy and may even prove counterproductive. Given that internationalisation is a discourse that is allowed in TAFE in the current context, it is argued that educators can use this as a tool to critique competency-based training and gain space for education that is liberatory and constructive.
Abstractor: As Provided
Number of References: 33
Entry Date: 2010
Access URL: https://ehlt.flinders.edu.au/education/iej/articles/v4n4/mckay/paper.pdf
Accession Number: EJ903828
Database: ERIC
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  Data: Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
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  Data: This paper argues that the Tertiary and Further Education system in Australia has responded to globalisation in two paradoxical ways; the pro-active response of internationalisation and the reactive response of competency-based training. Competency-based training currently has a strangle hold on the TAFE sector and education has become a process of domestication and reproduction rather than liberation and inspiration. Using Bateson's systems model and Foucault's notions of discourse, it is argued that direct resistance to competency-based training is not an effective strategy and may even prove counterproductive. Given that internationalisation is a discourse that is allowed in TAFE in the current context, it is argued that educators can use this as a tool to critique competency-based training and gain space for education that is liberatory and constructive.
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      – SubjectFull: Australia
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