Can learning outcomes be divorced from processes of learning?

This is not the first time this question has been tackled. Leesa Wheelahan's paper interrogates the role of training packages and curriculum. What effect do training packages have on students access to theoretical knowledge underpining vocational practice?

This paper argues that competency-based vocational education and training qualifications in Australia deny students access to the theoretical knowledge that underpins vocational practice, and that they result in unitary and unproblematic conceptions of work because students are not provided with the means to participate in theoretical debates shaping their field. Competency-based training (CBT) is thus a form of ‘silencing’ because it excludes students from access to the means needed to envisage alternative futures within their field.