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Models of competency standards for industry trainers now exist in Canada, Britain, USA, and Australia. These models all tend to define the training roles to which they apply, cluster the areas of competence in some way, and define the required competencies. The models also have interesting distinguishing features. Apart from the different mechanisms by which they achieve each of the above points, they differ in the purposes for which they were designed. The wishes of the stakeholders who controlled or initiated their development, and the particular contexts within which they were developed have been powerful influences. We assert that competency based standards can make a valuable contribution to the workforce but more is required on a range of higher order competencies, on the clarification of values which are implicit in the models and on quality assurance in relation to the ways they are developed and used. To enhance such work we show that an integrated approach to competency standards has advantages over previous approaches. Indeed such an integrated approach is perceived as one more stage in the development of a distinct HRD discipline. [ABSTRACT FROM PUBLISHER]

Over the last decade audio‐tapes have become increasingly used in teaching external students in university courses. This paper examines the use that external students make of audio‐tapes. Students who have a natural preference for obtaining information by listening feel that tapes are effective as sources of information as well as being effective in stimulating their work and maintaining their morale. Students who prefer to use written sources of information rather than tapes nevertheless feel that tapes fulfil a valuable role. [ABSTRACT FROM PUBLISHER]

Murdoch University has’ a policy which allows students additional flexibility of pacing in their external courses: students may elect to study any semester course over either one or two semesters. The policy has been evaluated by reference to students’ enrolment patterns and academic performance, and student and staff attitudes. It is concluded that such a policy can play a valuable part in distance teaching. [ABSTRACT FROM PUBLISHER]

This paper describes a simple but useful strategy for obtaining student feedback for the improvement of an external mathematics course. It involves the continuing use of short questionnaires, which become more specific as the major difficulties encountered by the students are revealed, and does not require large resources or very much time. Moreover it appears to encourage students to think critically about the course and their involvement in it, and to provide a means for them to freely communicate their thoughts and frustrations about the course. [ABSTRACT FROM PUBLISHER]