Competencybased curriculum design Turin March 2001

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Competency-based curriculum designTurin March
2001

• Lynn Hull - Development Adviser
• Learning Skills Development Agency, England
• lhull_at_LSagency.org.uk

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The Nature of Competency
Session 2 Monday 120301 1330-1500

• Component parts
• Methods of identification
• The link with training

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IDENTIFICATION AND STANDARDISATION OF WORK-BASED
COMPETENCIES Various Approaches
Competency-based Curriculum Design Centro
OIT- Turín March 2001
WWW.cinterfor.org.uy
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The British Model

• Based on National Occupational Standards and
  National Vocational Qualifications

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Structuring a Qualification
OCCUPATIONAL STANDARDS Determine the level
based on descriptors
QUALIFICATION TITLE AND LEVEL This is
described as a SPECIFICATION
UNITS Describe an area of work
ELEMENTS OF COMPETENCE Describe an activity or
task which forms part of the Unit
PERFORMANCE CRITERIA Describe different things
the candidate must do to show they are carrying
out the whole Element to the national standard
RANGE Considers different circumstances and
contexts in which the task may be undertaken.
May be incorporated in the performance criteria.
EVIDENCE Describes what an assessor will be
looking for as proof of competence
KNOWLEDGE, UNDERSTANDING AND SKILLS Describes
what a candidate needs to know and be able to do
in order to become competent
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National Training Organisations (NTOs)

• Expected Role
• Establish and Maintain a Sector Vision
• Become a Centre of Expertise and Information
• Influence the Sector and Key Partners
• Increase the Capability and Credibility of the
  Sector

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National Training Organisations (NTOs)

• Actions for Training
• 14-16 Work Related Learning for Schools
• Monitoring and Updating Occupational Standards
  including International Benchmarking
• Ensuring Coherence and Promotion of Sector
  Qualifications
• Ensuring Coherence with Learning Pathways
• Investigating Wider Use of Occupational Standards

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The NVQ Framework
AREAS
LEVELS
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NVQ/Work Levels
Senior management
5
HE/Degree
Middle management/ professional
4
Advanced
3
Technician/supervisory
Intermediate
2
Technician
Operatives
Foundation
1
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Competence-Based Qualifications

• The Differences
• 100 proven competence
• Outcome based What CAN DO, not what know
• No formal examinations
• Learner-led readiness for assessment
• Portfolio building - evidence of having done
• Learning is
• mode-free
• not time constrained
• age-free
• Prior learning and experience can be accredited
• Recognise a persons capability in a job - not
  intellectual capacity
• Equal opportunity and access
• no entry requirements
• success at lower level not required
• no academic examinations required

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DACUM(Developing a Curriculum)

• Claims to link training with real work
  conditions, generating the curriculum from
  identified competencies
• The curriculum achieved is based on the
  characteristics of the work carried out
• Develops a procedure for analysing occupations
  and work processes
• Analyses the process in its various stages and
  the tasks which make up these stages
• Is carried out only with the participation of
  those who know the processes - the workers
  themselves

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THE DACUM PROCESS

• Create a technical group with workforce
  representatives
• General rules regarding methodology - especially
  the analysis and compilation of functions.
• A function comprises tasks
• Tasks need knowledge, skills, tools and positive
  attitudes
• Undertake an initial consideration of
  organisational objectives, performance problems
  and the potential role of training to resolve
  them
• Facilitate an active involvement of the workers
  in discussions to describe functions and tasks
  using the DACUM matrix

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THE DACUM PROCESS CONSTRUCTING THE DACUM MATRIX

• Brainstorm ideas on the objectives and tasks
  being considered
• (Facilitator listens and produces a summary
  table)
• (Either posts or processes can form the base for
  the brainstorm)
• Normally the functions within each process are no
  more than 6
• Tasks are written up following the format
• VERB-OBJECT-CONDITION
• Facilitator enters a more active phase,
  questioning areas which are not clear or gaps in
  the processes
• The map is complete when all the tasks have been
  grouped by main functions.

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CRITERIA FOR TASK SELECTION
The minimum part of an activity within a process
with a tangible result (product or outcome) Can
be carried out by one person Its beginning and
end are clearly identifiable It is capable of
being checked, measured and observed It is
carried out in a short space of time It is
carried out independently (although sequentially)
with other tasks Comprises two or more
operational steps
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THE DACUM PROCESS - its limitations

• The matrix expresses the functions and tasks that
  the worker must carry out inorder to achieve a
  successful performance
• It does not include performance criteria or
  evidence to facilitate evaluation and inform the
  learning process
• Goes no deeper than the tasks themselves
• Most appropriate for routine tasks
• Does not give a significant basis for the design
  of training programmes
• Does not include clear elements for
  self-assessment

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AN EXTENDED MODEL OF DACUM (a model) AMOD
BASED ON THE SAME PRINCIPLES AS DACUM Achieved
with worker support Constructs a matrix of
functions and elements of competence REINFORCES
THE LINK BETWEEN THE IDENTIFICATION OF
COMPETENCES AND THE DESIGN OF THE CURRICULUM
CONSIDERS THE TRAINING SEQUENCE, ORGANISING THE
COMPETENCIES APPLYING THE PRINCIPLES From the
easiest to the most difficult From theory to
practice ALSO CONSIDERS THE ASSESSMENT OF
LEARNING WITH A GRADING SCALE
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GRAPHICAL REPRESENTATION OF AMOD
PRODUCTION PROCESS
FUNCTION 1
FUNCTION 2
FUNCTION 3
FUNCTION n
ELEMENT C1
ELEMENT C2
ELEMENT C3
ELEMENT Cn
ELEMENT B1
ELEMENT B2
ELEMENT B3
ELEMENT Bn
ELEMENT A1
ELEMENT A2
ELEMENT A3
ELEMENT An
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GENERAL PROCESS - AMOD
Brainstorm ideas with a group of workers using
facilitator who works actively to manage the
methodology Activities described are organised
in larger functional groups (Units of Competence)
Within each function (unit) sub-competencies
are placed (Elements) Subcompetencies are
ordered from the easiest (to dominate) to the
most difficult Curriculum modules are devised
taking each subcompetence in order of complexity
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AMOD FINAL GRAPHICAL REPRESENTATION
(Where do you start? Where next? With what do
you end?
MODULE 1
MODULE 2
MODULE 3
MODULE n
ELEMENT Cn
ELEMENT C3
ELEMENT C2
ELEMENT C1
COMPLEXITY
ELEMENT B3
ELEMENT B2
ELEMENT Bn
ELEMENT B1
ELEMENT A2
ELEMENT A1
ELEMENT A3
ELEMENT An
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SYSTEMATIC CURRICULUM INSTRUCTIONAL DEVELOPMENT
- SCID
A DETAILED ANALYSIS OF THE TASKS IS MADE This
can be based in the DACUM process or any other
which identifies operational procedures and
processes through observation and/or dialogue
with those carrying out the tasks. THESE METHODS
ARE USUALLY BASED ON 4 QUESTIONS What does the
worker do? How is it done? How many times?
What difficulties are faced? SCID TRIES TO USE
A PROCESS OF DISAGGREGATION BETWEEN THE
COMPETENCIES AND THEIR SUBCOMPETENCIES
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THE SCID DEVELOPMENT MODEL
PROCESS
COMPETENCIES SUBCOMPETENCIES
DETAIL
UNIT 1
SUBCOMP 1A
SUBCOMP 1B
SUBCOMP 1C
Standard of execution Tools equipment Knowledge
Safety Decisions Precautions Possible error
Self-assessment
UNIT 2
SUBCOMP 2A
SUBCOMP 2B
SUBCOMP 3C
UNIT n
SUBCOMP 3A
SUBCOMP 2B
SUBCOMP 3C
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SCID GENERAL PROCESS
STARTS WITH A WORKSHOP IN WHICH 6-12 PEOPLE
PARTICIPATE Workers who undertake the job under
scrutiny Teachers from a training institution A
facilitator skilled in the methodology A
DACUM IS CARRIED OUT TO ESTABLISH COMPETENCIES
AND SUBCOMPETENCIES SUB-GROUPS ARE ASSIGNED TO
ANALYSE AND ESTABLISH What is needed to CARRY
OUT the subcompetence What knowledge/skills of
COMMUNICATION are required? What CALCULATIONS
are needed? Which scientific PRINCIPLES are
used? What SOFTWARE has to be manipulated? What
ATTITUDES or BEHAVIOURS are necessary?
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GENERAL SCID PROCESS
DESIGN AND PRODUCTION OF LEARNING MATERIALS THE
USUAL CONTENT OF THE LEARNING MATERIALS
IS COMPETENCE SUBCOMPETENCE
SPECIFIC OBJECTIVE Learning activities
Special instructions Instruction sheet
Self-assessment Performance test /
exam CARRYING OUT THE TRAINING PROGRAMME
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Competency-based design process
Check and match standards with organisation
standards
Review standards
YES
Comp. Standards
Conduct training needs analysis
Review standards of performance in organisation
YES
Check work requirements
NO
Organisation Competency standards defined ?
NO
Check with employers and workers
Develop draft competence- based standards
COMPETENCY-BASED
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Practical Exercise

• Review your planned aims and objectives of the
  practical work you are intending to do.
• Can you identify your starting point?
• Do you have expressions of competence or do you
  have to start defining them?
• How have they been defined, by whom, against what
  criteria?
• Do they fit the 6 Rs?

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THE SIX Rs

• Robust - will they stand the test?
• Rigorous - defined against criteria?
• Realistic - reflect reality of the job?
• Relevant - to the employer and sector?
• Recent - based on current practice?
• Reviewable - for updating?