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COMPETENCY-BASED CURRICULUM DEVELOPMENT

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Title: COMPETENCY-BASED CURRICULUM DEVELOPMENT Author: P K Singla Last modified by: CCE Created Date: 8/13/2004 10:41:41 AM Document presentation format – PowerPoint PPT presentation

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Title: COMPETENCY-BASED CURRICULUM DEVELOPMENT


1
COMPETENCY-BASED CURRICULUM DEVELOPMENT
  • PK Singla
  • Mrs. Sunita Rani Jain
  • Dr. KM Rastogi

2
CONCEPT OF COMPETENCY IN TECHNICAL AND VOCATIONAL
EDUCATION
  • A generally accepted concept establishes it as an
    effective ability to successfully carry out some
    activity which is totally identified. Competence
    is not a probability 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 job position effectively, on account of
    possessing the qualifications required for such.
    In this case, the concepts of competence and
    qualification are tightly associated, seeing as
    how qualifications are considered the acquired
    capability to fulfill duties or carry out a job
    position

3
CONCEPT OF COMPETENCY IN TECHNICAL AND VOCATIONAL
EDUCATION
  • Competency can be broadly defined as the ability
    of a student/worker enabling him to accomplish
    tasks adequately, to find solutions and to
    realize them in work situations. This definition
    fits in with the need for 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 addition competencies refer to a
    profession in organizational context.

4
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)

5
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 a
    curriculum.

6
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 the
    division and coordination of workers.
  • Social dimension problems resulting from social
    interaction with others within the context of a
    profession, like team members, customers and
    management.

7
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 that make the competencies observable and
    measurable)
  • establish the relative importance and level of
    mastery of each competency (frequency of use,
    difficulty or criticality, consequence of error
    etc.)

8
COMPETENCY-BASED ASSESSMENT
  • Learning processes are very much guided by the
    way tests are organized.
  • Assessment and Development Centers (ADC) should
    be developed for creating a testing environment
    for so called authentic testing.
  • Systematic use of individual and group
    assignments, the qualifications 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

9
CURRICULUM DEVELOPMENT
  • Definition of professional requirements in terms
    of knowledge, skills and attitude (competencies)
  • Determination of professional requirements,
    learning objectives and attainment targets
    Translation of learning objectives and attainment
    targets into a learning plan describing
    topics to be taught, teaching approaches and
    assessment targets
  • Construction of a plan for quality maintenance of
    the course.
  • Developing implementation and evaluation
    strategies

10
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 the job.
  • Generating applicable lessons to complex
    situations.
  • Favoring the autonomy of individuals.
  • Transforming the role of the teachers toward a
    conception of facilitating and provoking. 

11
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 rhythm of each person.
  • Instruction as individualized as possible.
  • Emphasis placed on the results.
  • Requires the participation of workers in the
    elaboration of a learning strategy.
  • The learning experiences are guided by permanent
    feedback.

12
DIMENSIONS OF COMPETENCY BASED CURRICULUM
DEVELOPMENT
  • Identification of competencies
  • Standardization of competencies
  • Competence-based training
  • Certification of competence

13
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 with
    others perhaps through membership of a work group
    or team, may often be a requirement.

14
Levels of Competence (Cont..)
  • Level 3 Competence which involves the
    application of knowledge in a broad range of
    varied work activities performed 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.

15
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 personal autonomy 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

16
CONCLUSIONS
  • Case studies are particularly suitable to provide
    students 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

17
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
    between teaching 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.

18
CONCLUSIONS
  • Universities, boards and other players in the
    technical and vocational/professional education
    in the world find competency based curriculum
    development a way of preparing graduates to
    function in a fast changing context.
  • It can be concluded that both educational
    institutes and labour organizations are
    interested in competencies.

19
THANKS
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