8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
1/19
COMPETENCY-BASED
CURRICULUMDEVELOPMENT
*PK Singla
**Mrs. Sunita Rani Jain***Dr. KM Rastogi
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
2/19
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
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
3/19
CONCEPT OF COMPETENCY IN TECHNICAL
AND VOCATIONAL EDUCATION
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.
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
4/19
CONCEPT OF COMPETENCY IN TECHNICAL
AND VOCATIONAL EDUCATION
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)
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
5/19
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.
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
6/19
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.
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
7/19
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.)
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
8/19
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
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
9/19
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
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
10/19
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.
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
11/19
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.
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
12/19
DIMENSIONS OF COMPETENCY BASED
CURRICULUM DEVELOPMENT
I denti f ication of competencies
Standardization of competencies
Competence-based training
Certi f ication of competence
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
13/19
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.
Level 2: Competence which involves the application of
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.
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
14/19
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 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.
Level 4: Competence which involves the application of
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.
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
15/19
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
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
16/19
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
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
17/19
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.
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
18/19
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.
8/7/2019 COMPETENCY-BASED CURRICULUM DEVELOPMENT - Paper2
19/19
THANKS