COMPETENCY-BASED

CURRICULUM
DEVELOPMENT

*PK Singla
**Mrs. Sunita Rani Jain
***Dr. KM Rastogi
 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
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.
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)
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.
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.
 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.)
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
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
 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.
 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.
DIMENSIONS OF COMPETENCY BASED
CURRICULUM DEVELOPMENT

• Identification of competencies
• Standardization of competencies
• Competence-based training
• Certification of competence
 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.
 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.
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
 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 student’s further
development
 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.
 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.
THANKS