COMPETENCY-BASED EDUCATION CURRICULUM
Competencies are define as the knowledge, skills and attitudes
necessary to be competitive in the 21st century workforce.
It is a real and demonstrated capability.
Students today need to learn how to participate appropriately in an increasingly diverse society, use new technologies and face with rapidly changing workplaces.
CONSTRUCTION OF A PROFESSIONAL PROFILE
Production dimension: problems arising from the preparation.
Organizational dimension: problems originating from organizational choices.
Social dimension: problems resulting from social interaction with others within the
context of a profession, like team members
Learning processes are very much guided by the way tests are organized.
Systematic use of individual and group assignments, the qualifications are determined needed for a particular
Professors should carry out four tasks: observe, register, classify and evaluate.
Levels of Competence
Level 1: Competence which involves the application of knowledge.
Level 2: Competence which involves the application of knowledge in a significant range of
work activities, with some individual responsibility or autonomy.
Level 3: Competence which involves the application of knowledge in a broad range of varied
work activities performed in a wide variety of contexts. There is considerable responsibility and
autonomy and control or guidance of others is often required.
Level 4: Competence which involves the application of knowledge in a broad range of complex professional work
activities performed in a wide variety of contexts and with a substantial degree of personal responsibility and autonomy.
Level 5: Competence which involves the application of a range of fundamental principles across a wide an often
unpredictable variety of context. Very substantial personal autonomy and often significant responsibility for the work
of others. Using personal accountabilities for analysis, diagnosis, design, planning, execution and evaluation.
….Student motivation is an essential element in learning, we propose that those who teach should begin to reclaim learning outcomes and begin to setting them more broadly and flexibly, to allow for demonstrations and expressions of appreciation, enjoyment and even pleasure .