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

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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 …

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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  • 1. Competency-Based Curriculum as a Means for Linking the Outcomes ofHigher Education and the Job Market Needs Dr. Suad Alazzam suad [at] portlandstate.org © 2011 All Rights Reserved
  • 2. To Be Covered …The Issue at Hand A Map for Change A Methodology for Change
  • 3. The Issue at Hand A Map for Change A Methodology for Change
  • 4. A missing link between the outcomesof university education and thecurrent needs of local, regional, andglobal job markets.
  • 5. Current Functions of Universities Traditional functions that revolve around disciplinary Knowledge consumption and productionDisciplinary knowledge Disciplinary knowledge consumption production
  • 6. Needed Functions of Universities in the 21st CenturyInnovative functions that revolve aroundcompetencies development and the applicationof relevant knowledge in workplace contexts Competencies production & application of development knowledge in workplace contexts
  • 7. What is Competency?Competency is the capability tointegrate and apply the appropriatesets of knowledge, skills, andattitudes to carry out specific tasks ina given workplace context.
  • 8. Types of Competencies • Generic • Domain-Specific
  • 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. 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. The Issue at Hand A Map for Change A Methodology for Change
  • 12. A Chain of Changes ….
  • 13. The Essence of Change Applied Skills of Knowing-HowCognitive Skills of Knowing-What Blooms Taxonomy of Learning Domains
  • 14. Changing …The Criterion for Curriculum Organization
  • 15. Changing … Teaching
  • 16. Changing… Learning
  • 17. Changing …Assessment
  • 18. A Map for Change Traditional Education 21st Century EducationCriterion for Curriculum • Disciplinary content to be covered • Competencies to be developed asOrganization during the course or program outcomes of the course or programTeaching • Coverage of prescribed • Uncovering relevant and disciplinary content personalized meanings • Lecturing • FacilitatingLearning • Cognitivism • Constructivism • Consumption and processing of • Task-oriented learning: problem- disciplinary content based learning, project-based learning, internshipsAssessment • 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. The Issue at Hand A Map for Change A Methodology for Change
  • 20. Methodology for Competency-Based Curriculum DevelopmentPhase 1Development of core (essential)competencies, both generic anddomain specificPhase 2Development of learning maps thatare aligned to the predefinedcompetencies
  • 21. Methodology for Competency-Based Curriculum Development
  • 22. Alignment is KeyFor successful planning and implementation ofcompetency-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. Thank You! Dr. Suad Alazzam suad [at] portlandstate.org © 2011 All Rights Reserved