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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
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 outcomes
of university education and the
current needs of local, regional, and
global job markets.
Current Functions of Universities
  Traditional functions that revolve around
  disciplinary Knowledge consumption and
  production



Disciplinary knowledge            Disciplinary knowledge
     consumption                        production
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
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.
Types of Competencies

   • Generic
   • Domain-Specific
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”)
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
The Issue at Hand

     A Map for Change

          A Methodology for Change
A Chain of Changes ….
The Essence of Change
        Applied Skills of
         Knowing-How




Cognitive Skills of
 Knowing-What
                       Bloom's Taxonomy of Learning Domains
Changing …
The Criterion for Curriculum
        Organization
Changing …
 Teaching
Changing…
 Learning
Changing …
Assessment
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)
The Issue at Hand

     A Map for Change

          A Methodology for Change
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
Methodology for Competency-
Based Curriculum Development
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.
Thank You!
  Dr. Suad Alazzam
  suad [at] portlandstate.org

  © 2011 All Rights Reserved

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

  • 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. 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 outcomes of university education and the current needs of local, regional, and global job markets.
  • 5. Current Functions of Universities Traditional functions that revolve around disciplinary Knowledge consumption and production Disciplinary knowledge Disciplinary knowledge consumption production
  • 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.
  • 8. 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.
  • 9. Types of Competencies • Generic • Domain-Specific
  • 10. 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”)
  • 11. 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
  • 12. The Issue at Hand A Map for Change A Methodology for Change
  • 13. A Chain of Changes ….
  • 14. The Essence of Change Applied Skills of Knowing-How Cognitive Skills of Knowing-What Bloom's Taxonomy of Learning Domains
  • 15. Changing … The Criterion for Curriculum Organization
  • 19. 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)
  • 20. The Issue at Hand A Map for Change A Methodology for Change
  • 21. 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
  • 22. Methodology for Competency- Based Curriculum Development
  • 23. 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.
  • 24. Thank You! Dr. Suad Alazzam suad [at] portlandstate.org © 2011 All Rights Reserved