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Date: Tue, 15 Apr 2025 17:58:25 +0200
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A total of 5 messages have been submitted in the following threads:

Competency Based Apprenticeships

#1 Ronald Jacobs from United States of America:
Dear Colleagues -

This entry is a comment about current practice.  The term competency-based instruction seems much in vogue these days.  The term is used to describe approach across a range of instructional contexts, from training programs, to community college programs, to college courses.  And, the term has been defined both in a narrow sense – such as, simply the match between what people learn and the basis of testing that learning – to a broader sense – such as, extending the learning to where the learning will be used.  We purposely take a relatively broad view when referring to competency-based apprenticeships.  Clearly, standards are an essential part of any perspective of competency-based instruction.

What may be lost today is that competency-based instruction was originally founded from a measurement perspective.  In the 1960s, Benjamin Bloom, Fred Keller, and others railed against traditional instructional approaches in schools that had a fixed learning time and variable learning expectations.  The result in learning outcomes could be plotted along a normal curve, or norm-based instruction, in which distressingly more than half of the learners did not achieve, presumably because they didn’t have sufficient time based on their individual needs.

From this perspective, competency-based instruction, or mastery learning, emerged which purposely flipped the variables so that learning time varied and learning expectations were fixed.  By doing this, the normal distribution began to look more negatively skewed, showing that more learners achieving.  How to make this change happen, especially varying the learning time, has been a challenge from the beginning, calling for more self-instructional approaches, though we know this has limitations.  My first experience was helping to implement a Personalized System of Instruction (PSI) approach for a technical education lab-based course.

From this information, I am reminded again why time-based apprenticeships in particular today should be of concern to schools, intermediaries, and employers alike.  In essence, a time-based apprenticeship harkens back to the traditional instruction perspective in which success comes to some learners, but not to as many as possible.  In other words, the dreaded normal distribution.

Interestingly, in 2023, The American Institutes for Research reported overall apprenticeship noncompletion rates from 35 to 47 percent, and propose a number of reasons for this relatively high rate.  Aside from personal factors, we suggest that the design of the apprenticeship experience plays a major role, though we don’t know how much.  But the question might be asked whether dropout rates might be associated with time-based apprenticeships, which are unfortunately most prevalent today and, much like norm-based instruction in general, more often than not lead to learner anxiety and self-doubt.

It is for this reason that we’re keen on encouraging organizations to design and implement competency-based apprenticeship programs, which we believe encourage feelings of confidence and accomplishment, which are critical for success.

volunteer in the review and validation process of Competency Standard: Competency-Based Learning Resource Material Developer

#8 Ronald Jacobs from United States of America:
Dear Khan -

Thanks for your response - I&#39;m impressed that you have a keen sense of the issues involved in developing occupational standards.  Of particular emphasis is the need to understand how the standards fit within any one employer setting.  We have developed a cross-walk table that matches the standard with the tasks identified in each employer setting.  In that way, everyone is informed, including the apprentice, what areas they will be actually learning, that are connected to the standard, and what areas might be missing which might be needed to address in other ways.  The approach also helps employers perceive the standard as being more relevant to their practice, and also reflects the potential volatility of their practices based on changing customer requirements, etc.  Obviously, job standards must respond to changes to meet demand, while outdated versions of occupational standards seem to linger far too long, without updates.  To address this concern, we have added the occupation
 al standard to the SiTUATE digital platform, which encourages involvement to update standards as needed.

Thanks again for sharing your work.  I hope we remain connected.  I almost visited Bangladesh on a number of occasions but have unfortunately.  My connected was my dear former PhD advisee at Ohio State University and colleague, Prof A. Ahad Osman-Gani, who you may have known.

Regards, Ron

#9 Avenash Ramsoobhag from Trinidad and Tobago:
Hi

My department develops standards so i dont mind contributing to the review. I do think application is important, via a pilot, to provide feedback on suitability and relevance to your context. I am interested in any information which focuses on conversion of NOS/ Competency Standards not only for training and assessment in a education setting, but also in an industry setting.

#10 Khan Mohammad Mahmud Hasan from Bangladesh:
Dear Ron

Thank you for your thoughtful message and kind words. I truly appreciate the innovative approach you’ve taken—especially the use of the cross-walk table to ensure adaptability and relevance.

I’m also pleased to share that AGLAS is in the process of establishing a global Advisory Board to support our expanding work in TVET and skills development. Given your exceptional expertise, we would be truly honored to have you as a member of this board.

Regarding Prof. A. Ahad Osman-Gani—unfortunately, I haven’t had the opportunity to connect with him yet, though I’ve heard much about his work. Alas, I hope to cross paths with him someday.

Looking forward to staying connected and exploring opportunities to collaborate.

Warm regards,

Mahmud 
www.kmmahmudhasan.com

#11 Khan Mohammad Mahmud Hasan from Bangladesh:
Dear Avenash,

We’re looking forward to your feedback. Rest assured, we are working on implementing the standards through a proper, structured process. Each competency or occupational standard requires some contextual adaptation before implementation, and we are aiming to finalize a standardized version that also allows for editable options where needed.

Best regards,
Mahmud

-----

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A total of 5 messages have been submitted in the following threads:<br />
<br />
<a href=https://unevoc.unesco.org/home/TVeT+Forum/thread=6095>Competency Based Apprenticeships</a><br />
<br />
<a href=https://unevoc.unesco.org/home/TVeT+Forum/thread=6095#1>#1</a> Ronald Jacobs from United States of America:<br />
<div style="margin-left: 50px">Dear Colleagues -<br />
<br />
This entry is a comment about current practice.  The term competency-based instruction seems much in vogue these days.  The term is used to describe approach across a range of instructional contexts, from training programs, to community college programs, to college courses.  And, the term has been defined both in a narrow sense – such as, simply the match between what people learn and the basis of testing that learning – to a broader sense – such as, extending the learning to where the learning will be used.  We purposely take a relatively broad view when referring to competency-based apprenticeships.  Clearly, standards are an essential part of any perspective of competency-based instruction.<br />
<br />
What may be lost today is that competency-based instruction was originally founded from a measurement perspective.  In the 1960s, Benjamin Bloom, Fred Keller, and others railed against traditional instructional approaches in schools that had a fixed learning time and variable learning expectations.  The result in learning outcomes could be plotted along a normal curve, or norm-based instruction, in which distressingly more than half of the learners did not achieve, presumably because they didn’t have sufficient time based on their individual needs. <br />
<br />
From this perspective, competency-based instruction, or mastery learning, emerged which purposely flipped the variables so that learning time varied and learning expectations were fixed.  By doing this, the normal distribution began to look more negatively skewed, showing that more learners achieving.  How to make this change happen, especially varying the learning time, has been a challenge from the beginning, calling for more self-instructional approaches, though we know this has limitations.  My first experience was helping to implement a Personalized System of Instruction (PSI) approach for a technical education lab-based course.<br />
<br />
From this information, I am reminded again why time-based apprenticeships in particular today should be of concern to schools, intermediaries, and employers alike.  In essence, a time-based apprenticeship harkens back to the traditional instruction perspective in which success comes to some learners, but not to as many as possible.  In other words, the dreaded normal distribution.<br />
<br />
Interestingly, in 2023, The American Institutes for Research reported overall apprenticeship noncompletion rates from 35 to 47 percent, and propose a number of reasons for this relatively high rate.  Aside from personal factors, we suggest that the design of the apprenticeship experience plays a major role, though we don’t know how much.  But the question might be asked whether dropout rates might be associated with time-based apprenticeships, which are unfortunately most prevalent today and, much like norm-based instruction in general, more often than not lead to learner anxiety and self-doubt.  <br />
<br />
It is for this reason that we’re keen on encouraging organizations to design and implement competency-based apprenticeship programs, which we believe encourage feelings of confidence and accomplishment, which are critical for success.  <br />
</div><br />
<a href=https://unevoc.unesco.org/home/TVeT+Forum/thread=6094>volunteer in the review and validation process of Competency Standard: Competency-Based Learning Resource Material Developer</a><br />
<br />
<a href=https://unevoc.unesco.org/home/TVeT+Forum/thread=6094#8>#8</a> Ronald Jacobs from United States of America:<br />
<div style="margin-left: 50px">Dear Khan -<br />
<br />
Thanks for your response - I&#39;m impressed that you have a keen sense of the issues involved in developing occupational standards.  Of particular emphasis is the need to understand how the standards fit within any one employer setting.  We have developed a cross-walk table that matches the standard with the tasks identified in each employer setting.  In that way, everyone is informed, including the apprentice, what areas they will be actually learning, that are connected to the standard, and what areas might be missing which might be needed to address in other ways.  The approach also helps employers perceive the standard as being more relevant to their practice, and also reflects the potential volatility of their practices based on changing customer requirements, etc.  Obviously, job standards must respond to changes to meet demand, while outdated versions of occupational standards seem to linger far too long, without updates.  To address this concern, we have added the occupation
 al standard to the SiTUATE digital platform, which encourages involvement to update standards as needed.<br />
<br />
Thanks again for sharing your work.  I hope we remain connected.  I almost visited Bangladesh on a number of occasions but have unfortunately.  My connected was my dear former PhD advisee at Ohio State University and colleague, Prof A. Ahad Osman-Gani, who you may have known.<br />
<br />
Regards, Ron</div><br />
<br />
<a href=https://unevoc.unesco.org/home/TVeT+Forum/thread=6094#9>#9</a> Avenash Ramsoobhag from Trinidad and Tobago:<br />
<div style="margin-left: 50px">Hi<br />
<br />
My department develops standards so i dont mind contributing to the review. I do think application is important, via a pilot, to provide feedback on suitability and relevance to your context. I am interested in any information which focuses on conversion of NOS/ Competency Standards not only for training and assessment in a education setting, but also in an industry setting.   </div><br />
<br />
<a href=https://unevoc.unesco.org/home/TVeT+Forum/thread=6094#10>#10</a> Khan Mohammad Mahmud Hasan from Bangladesh:<br />
<div style="margin-left: 50px">Dear Ron<br />
<br />
Thank you for your thoughtful message and kind words. I truly appreciate the innovative approach you’ve taken—especially the use of the cross-walk table to ensure adaptability and relevance.<br />
<br />
I’m also pleased to share that AGLAS is in the process of establishing a global Advisory Board to support our expanding work in TVET and skills development. Given your exceptional expertise, we would be truly honored to have you as a member of this board.<br />
<br />
Regarding Prof. A. Ahad Osman-Gani—unfortunately, I haven’t had the opportunity to connect with him yet, though I’ve heard much about his work. Alas, I hope to cross paths with him someday.<br />
<br />
Looking forward to staying connected and exploring opportunities to collaborate.<br />
<br />
Warm regards,<br />
<br />
Mahmud <br />
www.kmmahmudhasan.com</div><br />
<br />
<a href=https://unevoc.unesco.org/home/TVeT+Forum/thread=6094#11>#11</a> Khan Mohammad Mahmud Hasan from Bangladesh:<br />
<div style="margin-left: 50px">Dear Avenash,<br />
<br />
We’re looking forward to your feedback. Rest assured, we are working on implementing the standards through a proper, structured process. Each competency or occupational standard requires some contextual adaptation before implementation, and we are aiming to finalize a standardized version that also allows for editable options where needed.<br />
<br />
Best regards,<br />
Mahmud </div><br />
<br />
-----<br />
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