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The analysis contrasts Australian CBT reforms with Germany’s dual apprenticeship system, focusing on modularised curriculum and the vocational orientation valued in VET. Comparative evidence highlights similarities and differences across system structures and acceptance, generating conclusions on how far Australian CBT elements may transfer to German dual system reforms.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/competency-based-training-different-perceptions-in-australia-and-germany/594361/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/competency-based-training-different-perceptions-in-australia-and-germany/594361.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the paper?","Question",{"text":112,"@type":113},"The paper examines competency-based VET in Australia and evaluates reforms through stakeholder perspectives, then compares these reforms with Germany’s dual system.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which areas of Australian reform does the analysis evaluate?",{"text":117,"@type":113},"It evaluates reforms aimed at developing a national system and implementing CBT across curriculum, training delivery, and assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper relate Australia’s CBT model to Germany’s dual apprenticeship system?",{"text":121,"@type":113},"It compares reform approaches used in Australia and Germany and draws conclusions about how successfully aspects of the Australian CBT model could be applied to German dual system reforms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594361,1792170937,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","~~􀀵0 Nicholas Biddle~~  \n~~Card, D~~.~~ (2001)~~.~~‘Estimating the return to schooling: progression on some persistent econometric problems’, Econometrica~~,~~ vol~~.~~ 69, no~~.~~ 5.~~​  \n~~Encel, J~~.~~D~~.~~ (2000), Indigenous participation in higher education~~,~~ Occasional Paper Series 00/C, Department of Education, Training and Youth Affairs, Canberra~~.  \n~~Gray, M~~.~~C~~.,~~ Hunter, B~~.~~H~~.~~ & Schwab, R~~.~~G~~.~~ (2000) ~~.~~‘Trends in Indigenous educational participation and attainment, 1986–96’, Australian Journal of Education~~,~~ vol~~.~~ 44, no~~.~~ 2.~~​  \n~~Junankar, P~~.~~N~~.~~ & Liu, J~~.~~ (2003)~~.~~‘Estimating the social rate of return to education for Indigenous Australians’, Education Economics~~,~~ vol~~.~~ 11, no~~.~~ 2.~~​  \n~~NCVER (National Centre for Vocational Education Research) (2005) ~~. ~~Training – How is it working for Indigenous students? A new national survey~~,~~ [http://www](http://www.ncver.edu.au/publications/1546.html)~~[.](http://www.ncver.edu.au/publications/1546.html)~~[ncver](http://www.ncver.edu.au/publications/1546.html)~~[.](http://www.ncver.edu.au/publications/1546.html)~~[edu](http://www.ncver.edu.au/publications/1546.html)~~[.](http://www.ncver.edu.au/publications/1546.html)~~[au/publications/1546](http://www.ncver.edu.au/publications/1546.html)~~[.](http://www.ncver.edu.au/publications/1546.html)~~[html](http://www.ncver.edu.au/publications/1546.html) [downloaded 24 February 2006] ~~.  \n~~Productivity Commission (2003)~~.~~ Overcoming Indigenous disadvantage: key indicators 2003 ~~.  \n~~Wolfe, B~~.~~ & Haveman R~~.~~ (2001)~~.~~‘Accounting for the social and non-market benefits of education’, in Helliwell, J~~.~~ (ed~~.~~), The contribution of human and social capital to sustained economic growth and well-being~~,~~ OECD/ Human Resources Development Canada, Vancouver: University of British Columbia Press~~.  \n~~About the author~~  \n~~Nicholas Biddle is a PhD student at the Centre for Aboriginal Economic Policy Research, funded as part of an ARC Linkage Grant on Indigenous education outcomes~~.~~ His interests include research into the economics of education and health, with a particular focus on Indigenous and migrant Australians~~.~~ He is currently on study leave from the Australian Bureau of Statistics where he is employed as a Senior Research Officer~~.  \n~~Contact details~~  \n~~Centre for Aboriginal Economic Policy Research, Hanna Neumann Building \\#21, Australian National University, ACT 0200~~  \n~~Tel: (02) 6125 8206~~  \n~~Email: [nicholas](nicholas.biddle@anu.edu.au)~~[.](nicholas.biddle@anu.edu.au)~~[biddle@anu](nicholas.biddle@anu.edu.au)~~[.](nicholas.biddle@anu.edu.au)~~[edu](nicholas.biddle@anu.edu.au)~~[.](nicholas.biddle@anu.edu.au)~~[au](nicholas.biddle@anu.edu.au)~~  \nAustralian Journal of Adult Learning Volume 46, Number 1, April 2006  \nCompetency-based training: different perceptionsin Australia and Germany  \nSilke Hellwig Department of Economics University of Konstanz, Germany  \nThe German dual apprenticeship system has traditionally been viewed as an effective system for generating a highly skilled workforce in the trades, crafts and service sectors. In addition, countries and systems looking to improve their own approaches to vocational education and training (VET) have considered as exemplary the main features of the ‘dual system’(that is, two learning sites and shared responsibility between private employers and public vocational schools). Nevertheless, competency-based training (CBT) as it has been implemented in the Anglophone countries has increasingly attracted the attention of public officials, vocational educators and VET researchers in Germany. This attention has been especially focused on the modularisation of curriculum and the importance of vocationalism in education and training systems. Comparative studies of these dual concepts (for example Deissinger 2002, Ertl 2000) have been used to inform  \n􀀵2 Silke Hellwig Competency-based tr","cbCaidvUbyoiGzu7","https://ap.wps.com/l/cbCaidvUbyoiGzu7","pdf",220225,13,"English","# Introduction\n## Comparative perspective on VET systems\n## Reform evaluation in Australia\n## Comparison with Germany’s dual system\n## Conclusions on transferability to dual reforms","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"The paper examines competency-based VET in Australia and evaluates reforms through stakeholder perspectives, then compares these reforms with Germany’s dual system.\"},{\"question\":\"Which areas of Australian reform does the analysis evaluate?\",\"answer\":\"It evaluates reforms aimed at developing a national system and implementing CBT across curriculum, training delivery, and assessment.\"},{\"question\":\"How does the paper relate Australia’s CBT model to Germany’s dual apprenticeship system?\",\"answer\":\"It compares reform approaches used in Australia and Germany and draws conclusions about how successfully aspects of the Australian CBT model could be applied to German dual system reforms.\"}]","Competency-based training: different perceptions in Australia and Germany | PDF",1792079014,33]