Williamson, 'Movement toward competency standards for the library industry in Australia', LIBRES v4n04 (December 31, 1994) URL = http://hegel.lib.ncsu.edu/stacks/serials/libres/libres-v4n04-williamson-movement LIBRES: Library and Information Science Research Electronic Journal ISSN 1058-6768 December 31, 1994 Volume 4 Issue 4 Quarterly LIBRE4N4 WILLIAMS _____________________________________________________________ The movement toward competency standards for the library industry in Australia by Vicki Williamson, University Librarian Curtin University of Technology Perth, Western Australia The Australian Workplace Reform Agenda In response to world-wide changes in work practices, and the need to enhance economic development, workplace skills, and productivity, Australia has embarked on a program of workplace reform. Through its Industrial Accord with the Australian Council of Trade Unions (ACTU) and with the support of major employers, the Federal Government is working to reform Australian workplaces. Key features of the Federal Government's reform agenda are award restructuring, enterprise bargaining and the develop of a new competency based system of vocational education and training. A new competency based system of vocational education and training. The new system is directed at the achievement of effective, responsive and coherent national vocational education and training reform. The reform is a straightforward approach to change, acknowledging that a well-trained effective workforce will contribute significantly to the development of a highly skilled and prosperous nation. The move to the development of competency standards started in 1989 with the release by John Dawkins, then Federal Minister for Employment, Education and Training, of the statement Improving Australia's Training System. The key aim of the national training reform agenda includes the: o introduction of flexible training pathways to meet individual and industry needs o transferability and portability of skills within/across industries, enhancing career path options o establishment of national recognised qualifications and course accreditation procedures o development of articulation and pathways between courses and institutions. Underpinning these features of training reform is the development of national industry competency standards. Competency standards form the linchpin of the range of training and workplace reforms outline above, reforms geared to the development of a national, industry driven and relevant vocational education and training system. Associated aspects of reform include the development of competency based training and assessment, and the recognition of prior learning. What are competency standards? Competency Standards are statements that set out the knowledge, skills and their application required for effective performance in employment. Competency standards provide clear benchmarks for the training system in developing and delivering courses relevant to workplace requirements. Competency standards are also the means by which industry expresses its education and training requirements. Through the development of industry competency standards, industries are able to make explicit statements to education and training providers about the skills and knowledge they require from people in the workplace. While competency standards will inform those responsible for curriculum development regarding industries' needs, competency standards statements are not curriculum documents. While education and training curricula will encompass competency standards, they will also contain additional information on context, content, process and so on. Competency Standards can state what is required at three levels: 1. ENTERPRISE - competency requirements for people relevant to a particular enterprise are expressed; this can include job and worksite specific competencies; 2. INDUSTRY - requirements that are common to an industry or a sector of an industry are expressed in a way that is relevant to the general requirements of enterprises in the industry; and, 3. CROSS INDUSTRY - Those requirements that are common across two or more industries. These can be drawn on for development of standards at the other two levels to enhance commonalty. There are also general/generic competencies that underlie all work such as the Mayer Key Competencies. Competency Based Training (CBT) CBT is concerned with what a person will be able to do as a result of vocational education and training. It focuses on the person being able to demonstrate the ability to apply the necessary skills and underpinning knowledge required in practice. The aim of CBT is to ensure that the end result of training meets the required standards of industry. Therefore, if competency standards have been established for a particular industry, CBT should reflect those standards. Under CBT people receive recognition and certificate based on their skills or knowledge, instead of on the length of time spent in training. In the TAFE sector throughout Australia, it is now increasingly a requirement that vocational education and training be competency based. Benefits of Competency Standards and CBT for Australian Workplaces CBT involves: o being clear about what people need to be able to do; o basing training on those identifies outcomes; and o certifying that people can actually do what has been identified as needed. Enterprises and particular industries can achieve a wide range of specific benefits from competency standards, in most cases without the existence of a national framework. However, to achieve the additional benefits from directly influencing the formal education and training system a structured framework for national competency standards is needed. It is part of ensuring that what industry wants (stated as a competency standard) comes back in outcomes of training (represented by a credential issued to a learner). The traditional approach was curriculum and qualifications developed by education and training providers driving the skills which people brought to work. The benefits of using competency standards accrue to employers and employees at the enterprise level, to employers and employees for each industry and more broadly across the economy, and to Australia as a whole. Arts Training Australia (ATA) In Australia, Competency Standards Bodies are responsible for developing national competency standards, presenting proposed standards to the National Training Board (NTB) for endorsement and carrying out reviews of standards. ATA is recognised by the NTB as the national peak advisory body on vocational education and training for the arts, media, entertainment and heritage industries. ATA's primary purpose is to promote training, enhance its quality and effectiveness and ensure that vocational education and training meet the industries' needs. ATA is part of a network of Industry Training Advisory Bodies (ITABs) supported by industry and government funding. ITABs are recognised by the Federal and State/Territory governments as the authoritative source of advice on training and education on behalf of industry. The ATA network covers the following: o Design and Architecture o Libraries o Museums and Galleries o Performing Arts o Writing and publishing o Radio o Visual Arts and crafts o Community Arts o Film, Video and Television Role of the NTB The NTB is a company owned by all State and Territory Governments plus the Federal Government, with a tripartite Board of Directors. The NTB has, since 1991, provided a framework for the consistent development and expression of competency standards, and undertakes a quality assurance role. It facilitates the development of national competency standards within the agreed broad framework. It facilitates processes to make sure industry stakeholders are represented and all revenant parities are involved in standards development. The Forth Annual Report (1992/3) of the NTB gives an overview of why competency standards are being developed and progress to date. NTB distributed a press release on 22nd December 1993 advising that 50% of the Australian workforce in 24 industries, is now covered by endorsed competency standards. This is well on the way to meeting the Government's target of 90% of the workforce covered by the end of 1995. The National Library Competency Standards Development Project As the recognised ITAB whose coverage encompasses the arts, heritage, entertainment and media industries, ATA is the recognised Competency Standards Body for the library industry. ATA is responsible for the development and maintenance, in consultation with the industry, of the national competency standards. ATA, with funding from federal Government Department of Employment, Education and Training (DEET), is conducting the National Library Competency Standards Development Project. The Project has been running since December 1992 and is overseen by a National Taskforce comprised of representatives from employers, unions and government, the three parties required to participate in the development of competency standards. In addition the National Library Taskforce includes representative from professional bodies, such as Australian Library and Information Association (ALIA). The National Library Competency Standards will relate to industry levels and will be aligned with the set of national benchmarks, known as the Australian Standards Framework. ATA is not responsible for any alignment with enterprise specific (or industrial) levels. The Draft National Competency Standards were released by ATA for industry comment in September 1994 and are due for completion and submission to the NTB in early 1995.