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 targetsTranslation 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 student’s 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