【正文】 通過對調(diào)研企業(yè)的歸類和整理，對相關崗位群的細致分析，確定專業(yè)定位和發(fā)展方向，擬定相關能力標準并指導開發(fā)教學計劃。 22 2. Training providers (colleges, schools) then design training programs which guarantee that graduates will have the skills identified. 學校設計培訓計劃，確保畢業(yè)生具備行業(yè)認可的能力。 32 建立專業(yè)委員會 選取部分有代表性的企業(yè)領導和技術人員組成專業(yè)委員會，審定專業(yè)能力標準和教學計劃，并探討校企合作有關問題。 16 7. Competent in collecting, anising, analysing information 發(fā)現(xiàn)、分析和解決問題的能力 5. Competent in working with others and in teams 團隊合作精神的能力 6. Competent in using mathematical ideas techniques 運用數(shù)學知識和技巧的能力 Key Competencies Include 主要能力包括： 17 五、 Assessment is the most important part in a CBT system 鑒定是能力為基礎的培訓系統(tǒng)的核心部分 must be part of the training, not something which happens at the end of the training program/course or once a year 考試必須是培訓學習的一部分（應該貫穿于整個學習過程中）不是在一門課結(jié)束時或一年才進行一次 18 五、 Assessment is the most important part in a CBT system 鑒定是能力為基礎的培訓系統(tǒng)的核心部分 standard of assessment must be consistent across all training so that quality of training is maintained 為確保鑒定的質(zhì)量，能力鑒定標準應該具有一致性 Assessment should be valid, reliable fair 鑒定應當有效、可靠和公平 should support learning 鑒定是為了支持和幫助學習 19 Assessment procedures must be: 鑒定的過程必須： Valid – assess what they are intended to assess有效 Reliable – provide consistent results可靠 Fair Equitable – do not disadvantage any trainee公平 20 Prac