Competency-based education and training (CBET) is concerned with educational outcomes rather than inputs. Three approaches to assessing competence are commonly recognised: a task approach, an attributes approach, and an integrated task/attribute approach. CNET is being actively promoted by influential branches of the federal education bureaucracy. By mid-1992 it had already touched on at least seventeen different professions, seven more than the number affected just one year earlier. The forestry profession has yet to consider its position on CBET. Implementing this system to regulate entry into, and/or progression within, the Australian forestry profession could imply substantial restructuring of the current educational and institutional arrangements. In this paper we present a summary of the essential elements of the competency movement as identified from the literature and propose a framework for consideration by foresters of the relative merits of the concept. © 1993 Taylor & Francis Group, LLC.
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