Competency-based Curriculum Developmentt

8/7/2019 Competency-based Curriculum Developmentt

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CONCEPT OF COMPETENCY IN TECHNICALAND VOCATIONAL EDUCATION

A generally accepted concept establishes it as an effectiveability to successfully carry out some activity which istotally identified. Competence is not a probability ofsuccess 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 job positioneffectively, on account of possessing the qualifications

required for such. In this case, the concepts ofcompetence and qualification are tightly associated, seeingas how qualifications are considered the acquiredcapability to fulfill duties or carry out a job position


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Competency can be broadly defined as the ability of astudent/worker enabling him to accomplish tasksadequately, to find solutions and to realize them in

work situations. This definition fits in with the needfor describing competencies and assessing them.

Competencies consist of components that are trainable(knowledge, skills) and components that are more

difficult to alter (attitudes, believes). In additioncompetencies refer to a profession in organizationalcontext.


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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 forthe development of curricula

Academic disciplines on the other hand alsoserve 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 problemsProduction dimension: problems arising from the

preparation, fulfillment and control of job tasks related

to the main organizational processes.Organizational dimension:problems originating fromorganizational choices with respect to the division 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 lifecycle)

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 that make thecompetencies observable and measurable)

establish the relative importance and level of mastery of eachcompetency (frequency of use, difficulty or criticality, consequence oferror etc.)


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COMPETENCY-BASED ASSESSMENT

Learning processes are very much guided by the way testsare organized.

Assessment and Development Centers (ADC) should bedeveloped for creating a testing environment for so calledauthentic testing.

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

Current behavior is an excellent projection of future

behavior.Find authentic professional situations.

Assessors should carry out four tasks: observe, register,classify, evaluate


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Focus of Competence-based Technical

and Vocational Programs

Focusing on job performance and not the course's contents.

Improving the relevance of what is learned.

Avoiding the traditional fragmentation of academic

programs.Facilitating the integration of contents applicable to thejob.

Generating applicable lessons to complex situations.

Favoring the autonomy of individuals.

Transforming the role of the teachers toward a conceptionof facilitating and provoking.


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Important Characteristics of Competency-based

Education and Training

Competencies carefully identified, verified and of public knowledge.

Instruction aimed at the development of each competency.

The evaluation takes into account knowledge, attitudes and

performance as the main sources of evidence.The progress of the students within the program goes at the rhythmof each person.

Instruction as individualized as possible.

Emphasis placed on the results.

Requires the participation of workers in the elaboration of a learningstrategy.

The learning experiences are guided by permanent feedback.


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DIMENSIONS OF COMPETENCY BASED

CURRICULUM DEVELOPMENT

Identification of competencies

Standardization of competencies

Competence-based training

Certification of competence


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Levels of Competence

Level 1: Competence which involves the application ofknowledge in the performance of a range of varied workactivities, most of which may be routine and predictable.

Level 2: Competence which involves the application ofknowledge in a significant range of work activities,performed in a variety of contexts. Some of theseactivities are complex or not routine and there is some

individual responsibility or autonomy. Collaboration withothers perhaps through membership of a work group orteam, may often be a requirement.


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Levels of Competence (Cont..)

Level 3: Competence which involves the application of

knowledge in a broad range of varied work activitiesperformed in a wide variety of contexts most of which, arecomplex and non-routine. There is considerableresponsibility and autonomy and control or guidance ofothers is often required.

Level 4: Competence which involves the application ofknowledge in a broad range of complex technical orprofessional work activities performed in a wide variety ofcontexts and with a substantial degree of personalresponsibility and autonomy. Responsibility for the work ofothers and the allocation of resources is often present.


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Levels of Competence (Cont..)

Level 5: Competence which involves theapplication of a range of fundamentalprinciples across a wide an often unpredictablevariety of context. Very substantial personalautonomy and often significant responsibilityfor the work of others and for the allocation ofsubstantial resources features strongly, as dopersonal accountabilities for analysis,diagnosis, design, planning, execution andevaluation


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CONCLUSIONS

Case studies are particularly suitable to providestudents with a learning situation, which closelyresembles the organizational context and theprofessional requirements. Case studies therefore are

the cornerstones of competency-oriented learning. Casewriters find themselves in a position where they aresupposed to explicitly add to the learning objectives thecontextual competencies.

Rating the level of competencies not just forqualification but for stimulating students furtherdevelopment


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CONCLUSIONS

Assessment and development centers confrontstudents 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 competenciesfor graduates can be valuable

Educational institutes should have regular contactswith industry and business regarding thequalifications expected from our graduates.


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CONCLUSIONS

Universities, boards and other players in thetechnical and vocational/professional educationin the world find competency based curriculum

development a way of preparing graduates tofunction in a fast changing context.

It can be concluded that both educationalinstitutes and labour organizations are

interested in competencies.


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THANKS

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Competency-based Curriculum Developmentt

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