COMPETENCY-BASED

CURRICULUM
DEVELOPMENT

Er. Jitendra kumar sahu

BTECH(CSE),MBA(HR)
ACHARYA INSTITUTE OF
TECHNOLOGY
 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
 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 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