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Competency Based Curriculum as a Means for Linking the Outcomes of Higher Education and the Job Market Needs

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Competence-Based Curriculum
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Competency Based Curriculum as a Means for Linking the Outcomes of Higher Education and the Job Market Needs

The issue addressed here is the missing link between the outcomes of university education and the current needs of local, regional, and global job markets. Competency-based curriculum is proposed as a means for creating such link.

The issue addressed here is the missing link between the outcomes of university education and the current needs of local, regional, and global job markets. Competency-based curriculum is proposed as a means for creating such link.

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Competency Based Curriculum as a Means for Linking the Outcomes of Higher Education and the Job Market Needs

  1. 1. Competency-Based Curriculum as a Means for Linking the Outcomes of Higher Education and the Job Market Needs Dr. Suad Alazzam suad [at] portlandstate.org © 2011 All Rights Reserved
  2. 2. To Be Covered … The Issue at Hand A Map for Change A Methodology for Change
  3. 3. The Issue at Hand A Map for Change A Methodology for Change
  4. 4. A missing link between the outcomes of university education and the current needs of local, regional, and global job markets.
  5. 5. Current Functions of Universities Traditional functions that revolve around disciplinary Knowledge consumption and production Disciplinary knowledge Disciplinary knowledge consumption production
  6. 6. Needed Functions of Universities in the 21st Century Innovative functions that revolve around competencies development and the application of relevant knowledge in workplace contexts Competencies production & application of development knowledge in workplace contexts
  7. 7. What is Competency? Competency is the capability to integrate and apply the appropriate sets of knowledge, skills, and attitudes to carry out specific tasks in a given workplace context.
  8. 8. Types of Competencies • Generic • Domain-Specific
  9. 9. Generic Competencies • Transferable and applicable in all content domains • A set of basic capabilities needed for surviving the life of the 21st Century, both within and outside work (basic life skills, also known as “soft skills”)
  10. 10. Domain-Specific Competencies • Integrated bodies of knowledge, skills, and attitudes related to one specific domain within a given profession • Linked to performing specific professional tasks
  11. 11. The Issue at Hand A Map for Change A Methodology for Change
  12. 12. A Chain of Changes ….
  13. 13. The Essence of Change Applied Skills of Knowing-How Cognitive Skills of Knowing-What Bloom's Taxonomy of Learning Domains
  14. 14. Changing … The Criterion for Curriculum Organization
  15. 15. Changing … Teaching
  16. 16. Changing… Learning
  17. 17. Changing … Assessment
  18. 18. A Map for Change Traditional Education 21st Century Education Criterion for Curriculum • Disciplinary content to be covered • Competencies to be developed as Organization during the course or program outcomes of the course or program Teaching • Coverage of prescribed • Uncovering relevant and disciplinary content personalized meanings • Lecturing • Facilitating Learning • Cognitivism • Constructivism • Consumption and processing of • Task-oriented learning: problem- disciplinary content based learning, project-based learning, internships Assessment • Assessments of disciplinary • Assessment of applied learning & content processing skills development • Focus on summative assessments • Ample formative assessments (assessment of learning) (assessment for learning)
  19. 19. The Issue at Hand A Map for Change A Methodology for Change
  20. 20. Methodology for Competency- Based Curriculum Development Phase 1 Development of core (essential) competencies, both generic and domain specific Phase 2 Development of learning maps that are aligned to the predefined competencies
  21. 21. Methodology for Competency- Based Curriculum Development
  22. 22. Alignment is Key For successful planning and implementation of competency-based curriculum, alignment is key: • Alignment of core competencies (generic & domain specific) to ensure continuity, progression, and integration of the program’s learning outcomes • Alignment of the learning plans components (the “what” of learning, the “how” of learning, and the “evidence” of learning) with the predefined competencies to ensure that teaching, learning, and assessments are all focused on the targeted learning outcomes/ competencies.
  23. 23. Thank You! Dr. Suad Alazzam suad [at] portlandstate.org © 2011 All Rights Reserved

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