Competency-Based Curriculum as a Means for Linking the Outcomes ofHigher Education and the Job Market               Needs ...
To Be Covered …The Issue at Hand     A Map for Change          A Methodology for Change
The Issue at Hand     A Map for Change          A Methodology for Change
A missing link between the outcomesof university education and thecurrent needs of local, regional, andglobal job markets.
Current Functions of Universities  Traditional functions that revolve around  disciplinary Knowledge consumption and  prod...
Needed Functions of Universities        in the 21st CenturyInnovative functions that revolve aroundcompetencies developmen...
What is Competency?Competency is the capability tointegrate and apply the appropriatesets of knowledge, skills, andattitud...
Types of Competencies   • Generic   • Domain-Specific
Generic Competencies• Transferable and applicable in all  content domains• A set of basic capabilities needed for  survivi...
Domain-Specific Competencies• Integrated bodies of knowledge,  skills, and attitudes related to one  specific domain withi...
The Issue at Hand     A Map for Change          A Methodology for Change
A Chain of Changes ….
The Essence of Change        Applied Skills of         Knowing-HowCognitive Skills of Knowing-What                       B...
Changing …The Criterion for Curriculum        Organization
Changing … Teaching
Changing… Learning
Changing …Assessment
A Map for Change                           Traditional Education                  21st Century EducationCriterion for Curr...
The Issue at Hand     A Map for Change          A Methodology for Change
Methodology for Competency-Based Curriculum DevelopmentPhase 1Development of core (essential)competencies, both generic an...
Methodology for Competency-Based Curriculum Development
Alignment is KeyFor successful planning and implementation ofcompetency-based curriculum, alignment is key:• Alignment of ...
Thank You!  Dr. Suad Alazzam  suad [at] portlandstate.org  © 2011 All Rights Reserved
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 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 ofHigher 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 outcomesof university education and thecurrent needs of local, regional, andglobal job markets.
  5. 5. Current Functions of Universities Traditional functions that revolve around disciplinary Knowledge consumption and productionDisciplinary knowledge Disciplinary knowledge consumption production
  6. 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. 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. 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-HowCognitive Skills of Knowing-What Blooms 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 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. 19. The Issue at Hand A Map for Change A Methodology for Change
  20. 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. 21. Methodology for Competency-Based Curriculum Development
  22. 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. 23. Thank You! Dr. Suad Alazzam suad [at] portlandstate.org © 2011 All Rights Reserved

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