1. COMPETENCY-BASED
EDUCATION CURRICULUM

2. Competencies are define as the
knowledge, skills and attitudes necessary
to be competitive in the 21st century
workforce.
It is a real and demonstrated capability.
Students today need to learn how to
participate appropriately in an
increasingly diverse society, use new
technologies and face with rapidly
changing workplaces.

3. COMPETENCIES:
Lifelong learning
Problem solving
Self-management
Teamwork

4. CONSTRUCTION OF A PROFESSIONAL
PROFILE
Production dimension: problems arising from
the preparation.
Organizational dimension: problems
originating from organizational choices.
Social dimension: problems resulting from
social interaction with others within the
context of a profession, like team members

5. COMPETENCY-BASED ASSESSMENT
Learning processes are very much guided
by the way tests are organized.
Systematic use of individual and group
assignments, the qualifications are
determined needed for a particular worker.
Professors should carry out four tasks:
observe, register, classify and evaluate.

7. Levels of Competence
Level 1: Competence which involves the application of
knowledge.
Level 2: Competence which involves the application of
knowledge in a significant range of work activities, with some
individual responsibility or autonomy.
Level 3: Competence which involves the application of
knowledge in a broad range of varied work activities
performed in a wide variety of contexts. There is considerable
responsibility and autonomy and control or guidance of
others is often required.

8. Level 4: Competence which involves the application of knowledge in
a broad range of complex professional work activities performed in a
wide variety of contexts and with a substantial degree of personal
responsibility and autonomy.
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. Using personal accountabilities
for analysis, diagnosis, design, planning, execution and evaluation.

9. ….Student motivation is an essential
element in learning, we propose that those
who teach should begin to reclaim learning
outcomes and begin to setting them more
broadly and flexibly, to allow for
demonstrations and expressions of
appreciation, enjoyment and even pleasure .