Recent calls for reform of vocational education and training arrangements in Australia have drawn
attention to so called competency-based vocational education (CBVE) and self-paced methods of training.
Teachers in Technical and Further Education therefore need to know more about these methods
and how they operate. The paper outlines the main features of CBVE and reviews and compares three
competency-based programs in operation. The programs are offered by vocational colleges in Canada,
United States of America and Australia and the review concentrates on processes and products required
to implement the competency-based approach successfully. The review makes it apparent that CBVE
has a good deal of potential for training in vocational education as well as in industry. The self-pacing
aspects appear to develop characteristics of independence and self-reliance. The reviczv makes it
apparent that there are inherent problems and potential pitfalls. These include the need for consistently
adequate and updated resources and learning materials as well as for the a_~_~te preparation and on
going staff development of teachers.