The Development of Competence Standards for Industrial
Vocational High School Students in Taiwan
Chen-Jung Tien
National Taiwan Normal University
Taiwan, R. O. C.
Shoh-Liang Chou
Jui-Hung Ven
Tao-Yuan Senior Vocation Agricultural & Industrial school
Taiwan, R.O.C.
China Institute of Technology
Taiwan, R. O. C.
Paper presented at Fourth International Conference 'Vocational Education and Training
Research', University of Wolverhampton, 16-18 July 2001
Abstract
The purpose of this study is to construct an analytical model and a framework for the
development of competency standards for Industrial Vocational High School Students in
Taiwan. The functional analysis approach is selected for the purpose of occupational analysis
and the framework of competence standards has also been developed. A mechanic drawing
occupation is selected as an example to illustrate the development procedures. The analytical
model and the framework may be as a reference to the development of national competence
standards in Taiwan.
Introduction
The more and more globalization and competitive market environments have led to new
challenges for both businesses and individuals all over the world. Most of the developed
countries have considered the human resource as one of the most important assets. Because
bringing out competence standards into full play can be served the following purposes:
1. For national policy makers, competence standards can be used to enhance the development
of high quality workforce.
2. For business stakeholders, competence standards can increase the productivity and reduce
the cost.
3. For employers, competence standards may help valuate the skill levels of prospective
workforce and to provide training of current workforce.
4. For labor organizations, competence standards may promote the employment of workforce
and protect employment security.
5. For workers, competence standards may help pursue career development and prove their
skill ability as pros.
6. For educators, competence standards may help design curriculum and teaching aids.
7. For training providers, competence standards may assist to develop training packages.
8. For students, competence standards may determine the skill levels and competencies needed
to learn in schools.
The competence standard systems have been developed since 1970s in Taiwan. But they
are very skill-based and almost all of them are unit trade. Most of the vocational senior high
school students will attend a skill test before graduation and may get the lowest level of skill
certificate (level 3). Also most of the skilled workers are graduates from the vocational senior
high schools. Due to the unit trade skill-based standards and lack of generic competence, the
students' skill and knowledge may not meet the employment requirements. How to provide
broad competence standards and suitable courses for vocational senior high school students in
order to have the multi-ability to work in different workplaces have become very important
issues .
Purposes
This research, sponsored by the National Science Council of Taiwan, is divided into two
stages. The first year research, from July 2000 to June 2001, focuses on the following purposes:
1. To construct an analytical model for the development of competence standards.
2. To build up a framework of competence standards.
3. To select 5 specific occupational fields to develop the competence standards to validate the
development process.
The second year research will put the efforts on the development of generic competence and
will begin in July 2001.
Methods
1. The research group used the literature reviews to collect the analytical models and
frameworks of competence standards in the advanced countries and drew up the first draft of
competence framework.
2. The research group used panel discussions, expert consultations and meetings to establish
the analytical model and the framework of competence standards.
3. The research group selected five different occupational fields to develop the competence
standards to validate the development process.
Results
The research group studied many different occupational (job) analysis methods, such as
Functional Job Analysis (Fine & Wiley,1971), DACUM(Finch & Crunkilton,1989；Willett &
Hermann, 1989), Positional Analysis Questionnaire(McCormick, Jeanneret & Mecham, 1972),
CODAP(CODAP,2001) and Functional Analysis(Mansfield & Mitchel,1996; Mansfield,
2001). Finally functional analysis is selected because it is a holistic system-based and
structured analysis approach used to analyze whole occupations in terms of outcomes rather
than specific tasks, procedures and methods (Jessup, 1991). Functional analysis may use three
stages or four stages of analysis depending on the scope of occupational fields (Mansfield &
Mitchell, 1996; Mansfield, 2001).
The functional analysis can present a clear link between what is needed for employment
and what is taught in schools. The method involves consulting with the studied people who is
in the lines, plus managers/employers in the occupation, economic planners and other key
stakeholders. So, the process of consultation at the development stage is the first step in
ensuring validity and reliability. The standards should reflect the best current (existing)
practice and should also contain those aspects of competence which may be needed in the
future of short or medium term. Once draft standards have been developed is important to
evaluate them by testing their validity using a second consultation process again using
employers, practitioners and other stakeholders. The testing should confirm that the standards
are an accurate reflection of current and future needs and that they cover all essential aspects of
competence in the occupation.
After comparing different frameworks of competence standards among different counties,
and also considering the existing skill standards in Taiwan, the research group decided the
framework of competence standards for this research. Table1 shows the framework of the
competence standards and their definitions in different countries. Figure 1 shows the
functional map of the standard for a mechanic drawing. Three different specifications, namely
the employment specification, the learning specification and the assessment specification, can
be achieved from further analysis of each module and can be directed to the framework of the
competence standard.
Conclusion
The development and implementation of competence standards is one of the best ways to
let the students’ ability mapping the industries. The functional analysis methodology has been
selected and tested in five different occupational fields to define the employment requirements,
the learning requirements and the assessment requirements in this research. The analytical
model and the framework selected can be served as a reference to the development of national
competence standards in Taiwan.
References
CODAP(2001), Welcome to the world of CODAP, http://www.codap.com (2001/5/7).
Finch, C. R., & Crunkilton, J. R. (1989), Curriculum development in vocational and technical
education: Planning, content, and implementation (3 rd ed.), Boston, MA:Allyn and
Bacon.
Fine, S. A., & Wiley, W. W. (1971). An introduction to functional job analysis. Kalamazoo, MI:
W.E. Upjohn Institute for Employment Research.
Flanagan, J. C. (1954), The critical incident technique, Psychological Bulletin, 51, 327-358.
Jessup, J. (1991), Outcomes:NVQs and the emerging model of education and training, Falmer
Press:London.
Mansfield, B. (1990), Knowledge, evidence and assessment, in H. Black & A. Wolf. (Eds)
Knowledge and competence; current issues in training and education,
London:Employment Department.
Mansfield, B., & Mitchell, L. (1996), Towards a competent workforce, Gower Publishing: UK.
Mansfield, B. (2001), Linking vocational education and training standards and employment
requirements: An international manual, European Training Foundation,
http://www.etf.eu.int(2001/5/7).
McCormick, E. J., Jeannerret, P. R., & Mecham, R. C. (1972), A study of job characteristics
and job dimensions as based on the Position Analysis Questionnaire (PAQ), Journal of
Applied Psychology, 56, 347-368.
Willett, J., & Hermann, G. (1989), Which occupational analysis technique: Critical incident,
DACUM, and/ or information search? Vocational Aspect of Education, 79-89.
Table1 : competence frameworks in different countries
Occupational standards
in England
units:
sets of occupational
standards
element of titles:
What someone can achieve
in output terms.
performance criteria:
What has to be
demonstrated to show
competence.
range statements:
Define the instances in
which evidence of
competence is required.
Skill standards in
U. S.
critical work functions:
the major responsibilities
involved in an occupation
key activities:
the duties and tasks
involved in carrying out a
critical work function
performance indicators:
information on how to
determine someone in
performing each key
activity competently.
Competence standards in
Australia
unit of competence:
collections of competence
standards
element of competence:
Main subdivisions of the
unit.
Competence standards of
this research
job items:
tasks of jobs
skill items:
Basic operations involved
in jot items
performance criteria:
skill standards:
Benchmark for evaluating Basic requirements to
competence.
finish a skill item.
range of variables :
constraints, equipment,
facilities, general
environment.
occupational and
evidence guide:
related knowledge:
technical knowledge and information for assessors Knowledge needed
skills:
(such as the knowledge and finish skill standards.
skills unique to a specific skill that underpin the
concentration of work
competency, and how to
within an industry
assess the competency)
academic and
employability skills:
skills and knowledge
common across all
to
generic competence:
(General competence to be
developed at the second
stage of this research).
occupations.
1.1 select freehand drawing
equipment
1.select graphics equipment
1.2 select instrument drawing
equipment
1.3 select computer drawing
equipment
2.1 recognize lines
2.recognize basic elements
2.2 recognize lettering
2.3 recognize applied Geometries
3.1 draw applied Geometries
3.2 read and draw orthographic
drawing
3.3 read and draw sectional views
3.4 read and draw auxiliary drawing
key purpose
read and draw
mechanic engineering
graphics
3. read and draw general mechanic
graphics
3.5 dimension graphics
3.6 read and draw standard
fasteners
3.7measure and sketch physical
entity
3.8 read and draw pictorials
4.1 read and draw expanding
4.2 read and draw piping graphics
4. read and draw profession
graphics
4.3 read and draw hydraulic
graphics
4.4 read and draw welding graphics
5.1 select and use coping machine
5. select graphics copy equipment
5.2 select and use laser printer
Figure 1: Functional map of the standard for a mechanic drawer