COMPETENCY-BASED CURRICULUM DEVELOPMENT

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COMPETENCY-BASED CURRICULUM DEVELOPMENT

• PK Singla
• Mrs. Sunita Rani Jain
• Dr. KM Rastogi

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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

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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.

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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)

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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.

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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.

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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 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.)

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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

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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

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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 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. 

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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 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.

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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 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.

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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.

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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

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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

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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.

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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.

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THANKS