Australian research into competency-based training and assessment is very thin and theoretical discussion is often superficial. One curious feature in the Australian debate is the belief by many that competency-based training is possible without competency-based assessment. Definitions are being debated. In a longitudinal study, researchers have found a high acceptance of the main aspects of competency-based training, but for both students and staff there are considerable attitudinal concerns. Other research has found the following: research gives little or no encouragement to transferability proponents; competency-based training has been firmly linked with total quality management; a probabilistic model of competence is promoted; no one really knows what the true costs are likely to be to industry and the community; most areas of college accommodation would be affected; the "evidence-based judgmental model" of assessment is gathering some support; a commitment to equity is necessary; a common certificate of attainment is critically important; and prior learning must be recognized. Four key issues arise: transferability assumptions made by some must be tested; important issues such as practicability and cost deserve further consideration; much greater attention must be given to competency-based assessment; and whether learning is improved as a consequence of competency-based training. (Contains 47 references.) (YLB)