COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2

8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2

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COMPETENCY-BASED

CURRICULUMDEVELOPMENT

*PK Singla

**Mrs. Sunita Rani Jain***Dr. KM Rastogi


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CONCEPT OF COMPETENCY IN TECHNICAL

AND VOCATIONAL EDUCATION

A generally accepted concept establishes it as aneffective ability to successfully carry out some activitywhich is totally identified. Competence is not aprobability of success in the execution of one's job; it is a

real and demonstrated capability. ILO has defined the concept of "Professional

Competence" as the aptitude to carry out a task or jobposition effectively, on account of possessing the

qualifications required for such. In this case, theconcepts of competence and qualification are tightlyassociated, seeing as how qualifications are consideredthe acquired capability to fulfill duties or carry out a jobposition


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Competency can be broadly defined as the ability ofa student/worker enabling him to accomplish tasksadequately, to find solutions and to realize them inwork situations. This definition fits in with the needfor describing competencies and assessing them.

Competencies consist of components that aretrainable (knowledge, skills) and components thatare more difficult to alter (attitudes, believes). Inaddition competencies refer to a profession inorganizational context.


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competencies as aspects of the whole person, comprising:

Aptitude (verbal, numerical, spatial)

Skills and abilities (thinking, leadership)

Knowledge (general, profession specific, job specific,level specific, organizational specific)

Physical competencies (stamina, energy)

Styles (leader, manager, employee)

Personality (social orientation)

Principles, values, beliefs, attitudes and spirituality(fairness, equity)

Interests (dealing with people, dealing with facts)


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CURRICULUM DEVELOPMENT AND

COMPETENCY PROFILES

Professional practice is a main guideline for

the development of curricula

Academic disciplines on the other hand also

serve as important input for the curriculum

The curriculum developer should focus on

the professional field and the impact on acurriculum.


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Construction of a Professional Profile

Concept of core problems Production dimension: problems arising from the

preparation, fulfillment and control of job tasks

related to the main organizational processes. Organizational dimension:problems originating

from organizational choices with respect to thedivision and coordination of workers.

Social dimension:problems resulting from socialinteraction with others within the context of a

profession, like team members, customers andmanagement.


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Stepwise Investigation of Competencies

consider the level (graduates , starting positions )

consider the role (task, process, people oriented)

consider the stage of organizational development(organizational life cycle)

consider other relevant contextual variables (production,

organizational and social dimension) identify relevant competency categories and competency

clusters (interpersonal, task oriented, intra-personal)

collect additional supporting information (review, finalize,customize)

create behavioral indicators (concrete behavioral terms thatmake the competencies observable and measurable)

establish the relative importance and level of mastery of eachcompetency (frequency of use, difficulty or criticality,

consequence of error etc.)


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COMPETENCY-BASED ASSESSMENT

Learning processes are very much guided by the waytests are organized.

Assessment and Development Centers (ADC) should bedeveloped for creating a testing environment for socalled authentic testing.

Systematic use of individual and group assignments, thequalifications are determined needed for a particularworker.

Current behavior is an excellent projection of futurebehavior.

Find authentic professional situations.

Assessors should carry out four tasks: observe, register,

classify, evaluate


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CURRICULUM DEVELOPMENT

Definition of professional requirements in terms ofknowledge, skills and attitude (competencies)

Determination of professional requirements,learning objectives and attainment targets

Translation of learning objectives and attainmenttargets into a learning plan describing topics to

be taught, teaching approaches and assessmenttargets

Construction of a plan for quality maintenance ofthe course.

Developing implementation and evaluationstrategies


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Focus of Competence-based Technical

and Vocational Programs

Focusing on job performance and not the course'scontents.

Improving the relevance of what is learned.

Avoiding the traditional fragmentation of academicprograms.

Facilitating the integration of contents applicable tothe job.

Generating applicable lessons to complex situations. Favoring the autonomy of individuals.

Transforming the role of the teachers toward aconception of facilitating and provoking.


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Important Characteristics of Competency-based

Education and Training

Competencies carefully identified, verified and of publicknowledge.

Instruction aimed at the development of each competency.

The evaluation takes into account knowledge, attitudes andperformance as the main sources of evidence.

The progress of the students within the program goes at therhythm of each person.

Instruction as individualized as possible.

Emphasis placed on the results.

Requires the participation of workers in the elaboration of alearning strategy.

The learning experiences are guided by permanent feedback.


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DIMENSIONS OF COMPETENCY BASED

CURRICULUM DEVELOPMENT

I denti f ication of competencies

Standardization of competencies

Competence-based training

Certi f ication of competence


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Levels of Competence

Level 1: Competence which involves the application of

knowledge in the performance of a range of varied work

activities, most of which may be routine and predictable.


knowledge in a significant range of work activities,

performed in a variety of contexts. Some of these

activities are complex or not routine and there is some

individual responsibility or autonomy. Collaboration withothers perhaps through membership of a work group or

team, may often be a requirement.


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Levels of Competence (Cont..)


knowledge in a broad range of varied work activitiesperformed in a wide variety of contexts most de which, most

of which are complex and non-routine. There is considerable

responsibility and autonomy and control or guidance of

others is often required.


knowledge in a broad range of complex technical or

professional work activities performed in a wide variety of

contexts and with a substantial degree of personal

responsibility and autonomy. Responsibility for the work of

others and the allocation of resources is often present.


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Levels of Competence (Cont..)

Level 5: Competence which involves the

application of a range of fundamental

principles across a wide an often unpredictable

variety of context. Very substantial personalautonomy and often significant responsibility

for the work of others and for the allocation of

substantial resources features strongly, as do

personal accountabilities for analysis,diagnosis, design, planning, execution and

evaluation


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CONCLUSIONS

Case studies are particularly suitable to providestudents with a learning situation, which closely

resembles the organizational context and the

professional requirements. Case studies therefore

are the cornerstones of competency-oriented

learning. Case writers find themselves in a position

where they are supposed to explicitly add to the

learning objectives the contextual competencies.

Rating the level of competencies not just for

qualification but for stimulating students further

development


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CONCLUSIONS

Assessment and development centers confront

students with real life professional situations.

Core competencies are said to be important drivers

in establishing chains and networks betweenteaching institutions and business world.

A set of well-defined and standardized

competencies for graduates can be valuable

Educational institutes should have regular contacts

with industry and business regarding the

qualifications expected from our graduates.


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CONCLUSIONS

Universities, boards and other players in thetechnical and vocational/professionaleducation in the world find competency

based curriculum development a way ofpreparing graduates to function in a fastchanging context.

It can be concluded that both educationalinstitutes and labour organizations areinterested in competencies.


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THANKS

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COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2

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