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Competency Based Curriculum in Higher Education: A Necessity Grounded by
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Revista Românească pentru Educaţie Multidimensională
Romanian Journal for Multidimensional Education
ISSN: 2066 – 7329 (print), ISSN: 2067 – 9270 (electronic)
Coverd in: Index Copernicus, Ideas. RePeC, EconPapers, Socionet, Ulrich
Pro Quest, Cabbel, SSRN, Appreciative Inquery Commons, Journalseek, Scipio,
EBSCO
Competency Based Curriculum in Higher Education: A Necessity Grounded
by Globalization
Arup BARMAN, Jothika KONWAR
Revista Românească pentru Educaţie Multidimensională, 2011, Year 3, No. 6,
April, pp: 7-15
The online version of this article can be found at:
http://revistaromaneasca.ro
Published by:
Lumen Publishing House
On behalf of:
Lumen Research Center in Social and Humanistic Sciences
Competency Based Curriculum in Higher
Education: A Necessity Grounded by Globalization
Ph.D. Arup BARMAN 1
Asst. Professor Ms. Jothika KONWAR 2
Abstract
Ever demanding forces of globalisation have introduced new discourses into curriculum
planning in the higher education. In order to sustain in the knowledge based economy and to
deal with demand in job market, incorporation of competency based curriculum is emerging as
a necessity in higher education sector. In order to develop competency based curriculum in higher
education, determination of competencies for each discipline and subsequent development of
means of measurement and performance assessment is a must. There are competency based
models developed for specific discipline through intense research can serve as a guiding tool for
this purpose.
In this backdrop the present paper tries to draw an attention to the importance of
competency based curriculum and its pros and cons.
Keywords:
Curriculum, Competence, Innovation, Knowledge Based Education
1Ph.D. Arup BARMAN- Reader, Deptt. Of Business Administration, Jawaharlal Nehru School
of Management, Assam University, Silchar-788011, Email: abgeet@gamil.com
2Asst. Professor Ms. Jothika KONWAR - Deptt. Of Business Administration, Jawaharlal Nehru
School of Management, Assam University, Sichar.
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BARMAN, A., KONWAR, J., (2011) Competency Based Curriculum in Higher Education: A Necessity Grounded by Globalization,
Revista Romaneasca pentru Educatie Multidimensionala, Year 3, No. 6, April, pp : 7-15
Revista Româneasc pentru
Educaie Multidimensional
Introduction
The term "globalization" has gained considerable attention and
importance during the last few years. In a “flat world” where technology and
globalization is levelling the competitive landscape, the nature of knowledge
work is changing at the interface of technology and services and the demand for
knowledge workers is increasing as the complexity of knowledge work increases
(Choudaha, 2008). The basic premise is that knowledge is becoming a primary
factor of production, in addition to capital, labor and land. (Morell, 2007). These
hifts indicate emergence of a “new knowledge-based service economy” that
differs from the industrial economy. The distinctive characteristic of
“knowledge-based economy is its dependence on human capital inputs, on
knowhow and skill, competence and expertise” (Choudaha, 2008). These ever
demanding forces of globalisation have introduced new discourses into
curriculum planning of higher education. In order to sustain in the knowledge
based economy and deal with demand of job market, incorporation of
competency based curriculum is emerging as a necessity in higher education
sector. Specifically in Indian context, Prof. Yashpal’s
committee report on Renovation and Rejuvenation of Higher Education
mention - currently, many students passing out from institutions of higher
education do so without obtaining the kind of skills they really need to work in a
real-world environment (Singh, 2009). In this backdrop the present paper tries
to draw attention to the importance of competency based curriculum and its
pros and cons.
Concept of Competency
The concept of competency has been developed over a long period of
time. It plays an important role in organisational success. In Latin one can find
‘competens’, as being able and allowed by law/regulation, and ‘competentia’, as
(cap)ability and permission (Mulder, 2007). Competence in Longman Dictionary
of Contemporary English (1995; p 270) is defined as “the ability and skill to do
what is needed”. The use of the western European words ‘competence’ and
‘competency’ date back to the early 16th century (Mulder, 2007). The concept of
competency was developed as early as 1957 by Selznick (as cited by Shaikhah et
al, 2009). It has been originally used in the field of education to describe trainee
teacher behaviours (Bowdenard Masters, 1993; Hoffmann, 1999). It became
widely known in the management field through the work of Boyetzis in 1982
(Hoffmann, 1999). According to Deist & Winterton (2005) the concept of
competence or competency dominated the management strategy literature of
the 1990s, which emphasized ‘core competence’ as a key organizational resource
that could be exploited to gain competitive advantage.
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BARMAN, A., KONWAR, J., (2011) Competency Based Curriculum in Higher Education: A Necessity Grounded by Globalization,
Revista Romaneasca pentru Educatie Multidimensionala, Year 3, No. 6, April, pp : 7-15
Competency Based Curriculum in Higher Education …
Ph.D. Arup BARMAN, Asst. Professot Ms. Jothnika KONWAR
Competency and Competence
The term competence and competency are confused in the literature
(Shaikhah et al, 2009). It has been defined from several points of views and
much ink has been spilt on finding accurate definition between
competence/competences and competency/competencies (Hoffman, 1999). As
Shaikhah et al.(2009) has pointed out that, many authors, including Winterton
(2009), McClelland (1973), Thornston (1992), Athey and Orth (1999), Kurz and
Bartram (2002), Schippmann (2000), Lustri (2007), Le Boterf (2000), etc, wrote
about competence and/or competency using one of these terms, and sometimes
both of them in the same article, believing that both terms hold the same
meaning. The number of definitions of competency continues to grow along
with different view points from different researchers. Those researching the
field, as well as practitioners, have evolved several meanings that serve as a
focus for their efforts to implement the competency approach to their work
(Hoffmann, 1999). A primary point of contrast is between individual
competencies – those knowledge, skills, and abilities that individuals in the
organization possess – and organizational competencies – those things that
characterize collective action at the organizational level (Olson and Bolton,
2002).However, Whiddett & Hollyforde (2003) have mentioned that most
definitions are variations on two well-established themes from different origins
as follows:
Descriptions of work tasks/ i.e. what a person has to do in a job.
These has their origin in national training schemes such as the National/
Scottish Vocational Qualifications and the Management Charter
Institute (MCI)
Description of behaviour/ i.e. how a person does their job. These
have evolved from the work of researchers and consultants specialising
in managerial effectiveness.
A general convention has developed although it is not always followed,
which use ‘ability based on work task’ as “competence” (plural competences)
and ‘ability based on behaviour’ as “competency’ (plural competencies)
(Whiddett & Hollyforde, 2003). According to Armstrong (2005) also, whilst
competency is a person-related concept, competence is a work related concept.
Kouwenhoven (2003) presents a comprehensive definition of competency,
according to which, ‘Competency’ is the capability to choose and use (apply) an
integrated combination of knowledge, skills and attitudes with the intention to
realise a task in a certain context, while personal characteristics such as
motivation, self-confidence, and willpower are part of that context; and
‘Competence’ is the capacity to accomplish ‘up to standard’ the key occupational
tasks that characterise a profession. Therefore, competency may be defined as
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BARMAN, A., KONWAR, J., (2011) Competency Based Curriculum in Higher Education: A Necessity Grounded by Globalization,
Revista Romaneasca pentru Educatie Multidimensionala, Year 3, No. 6, April, pp : 7-15
Revista Româneasc pentru
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the necessary knowledge, skills, experience and attributes to carry out defined
function effectively, whilst competence means those things the whole
organization must be good at to outperform its competitors (Mackay, 2003). At
individuals’ level, competencies mean skills, traits, characteristics and behaviours
that distinguish an individual, whereas at the organizational level, competences
are those activities that an organization has the capability to effectively
performing given the required skills and knowledge (Hafiz, Siddiqi & Essmail,
2006).
Competences are usually job or role-specific while competencies can
cover a wide range of different jobs and often cover different levels of jobs as
well (Whiddett & Hollyforde, 2003). For the present work the word
“competency” will be used as per the definition given by Whiddett &
Hollyforde (2003), where competency is the broader term that refers to ability
based on behaviour- i.e. how they have to achieve.
Competency Based Curriculum
The effectiveness and efficiency of any educational programme is largely
dependent on the philosophy of the curriculum design followed (Sudsomboon,
2007). According to Fincher (1986, cited by Choudaha, 2008) the most
significant influence on college curriculum since the 1960s has been the demand
for measured or assessed outcomes that would ensure the competency and
proficiency of graduates. A way to conceptualise the relation between education
and the world of work is through competence-based education (Kouwenhoven,
2003). If specific competencies are not focused in the curriculum design
philosophy, the products of the higher education may not be “work-ready” and
therefore not readily accepted by the industry. Therefore, to reduce the
unemployment and ‘under employment’ levels, it becomes necessary to consider
‘occupation-specific competencies’ in the curriculum designs (Sudsomboon,
2007). According to a report of U.S. Department of Education (2002) the
importance of implementing competency-based initiatives in colleges and
universities lies in two major reasons; ‘One main reason is that specific articulations of
competencies inform and guide the basis of subsequent assessments at the course, program, and
institutional levels. Secondly, specific competencies help faculty and students across campus, as
well as other stakeholders such as employers and policymakers, to have a common
understanding about the specific skills and knowledge those undergraduates should master as a
result of their learning experiences’. Therefore demand from the stakeholders is also
leading to the emphasis on competency based education (Choudaha, 2008).
Competency based curriculum summarizes academic and professional profiles,
defines new objectives in the learning process, enhances learning environments
and shifts the concept of learning as accumulation of knowledge to learning as a
permanent attitude towards knowledge acquisition (Edwards et. al, 2009).
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BARMAN, A., KONWAR, J., (2011) Competency Based Curriculum in Higher Education: A Necessity Grounded by Globalization,
Revista Romaneasca pentru Educatie Multidimensionala, Year 3, No. 6, April, pp : 7-15
Competency Based Curriculum in Higher Education …
Ph.D. Arup BARMAN, Asst. Professot Ms. Jothnika KONWAR
The main idea of competency-based curriculum illustrates
(Sudsomboon, 2007):
1. Instead of objectives, think “competencies”;
2. Instead of content, think outcomes;
3. Learner activities will be based on performance of learner and
accomplishment of criteria;
4. Teaching activities are learner centered;
5. Formative evaluation is necessary.
Competence-based education (CBE) aims to make students more
competent through the acquisition of competencies and further development of
the newly acquired or already held competencies. Grant et al. (as cited by
Edwards et. Al, 2009) in 1979 defined competence-based education as “a form
of education that derives a curriculum from an analysis of a prospective or
actual role in modern society and that attempts to certify student progress on
the basis of demonstrated performance in some or all aspects of that role”,
concluding that competence is a broad term, and that the programmes based on
competences can be very diverse with respect to their theoretical orientation,
their scope, their intentions and their scientific focus. Competencies can be
domain-specific, relating to clusters of knowledge, skills and attitudes within one
specific content domain related to the profession. Another group of
competencies is called ‘generic’, because they are needed in all content domains
and can be utilised in new professional situations (transfer) (Kouwenhoven,
2003). The specification of competencies is an important process for any
discipline, as competencies define the expected capacities of individuals (Gebbie
et al, 2002).
The characteristics of competency-based education (CBE) are given by
Kouwenhoven (2003) as follows:
−CBE is oriented to the professional practice.
−CBE is learner-centred and the learning process is central.
−CBE has a constructivist approach.
−In CBE the role of the teacher is that of a ‘cognitive guide’.
−CBE has learning environments focussed on the development of
competencies.
−CBE includes the development of generic competencies.
−In CBE assessment focussed on competencies.
−In CBE curriculum development is based on the elaboration of
profiles and identification of competencies.
In fact competence-based education is considered the leading paradigm
for innovation since it emphasizes the integrated nature of what students need
to learn to face not only labour market but also life in general (Edwards et. al,
2009). Brownell and Chung (2001) identified five major benefits of competency
based education—a change in the student-teacher relationship, an increase in
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BARMAN, A., KONWAR, J., (2011) Competency Based Curriculum in Higher Education: A Necessity Grounded by Globalization,
Revista Romaneasca pentru Educatie Multidimensionala, Year 3, No. 6, April, pp : 7-15
Revista Româneasc pentru
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emphasis on internal information sharing, improvement in clarity of desired
student outcomes and program effectiveness, better articulation of the
competencies of program graduates, and an increase in student satisfaction and
learning. The implementation of an educational training curriculum should be
based on social demands, and the competency analysis process identifies
whether students have attained the competency standards proficiently
(Sudsomboon, 2007). According to U.S. Department of Education, National
Center for Education Statistics (2002), Competency-based initiatives seek to
insure that students attain specific skills, knowledge, and abilities considered
important with respect to whatever they are studying or the transitions for
which they are preparing. Utilizing competencies requires the development of
three distinct, but interactive components:
−A description of the competency;
−A means of measuring or assessing the competency; and
−A standard by which someone is judged to be competent.
In order to develop competency based curriculum in higher education,
determination of competencies for each discipline and subsequent development
of means of measurement and performance assessment is a must. Competency
models developed for specific discipline through intense research can serve as a
guiding tool for this purpose. The U.S. Department of Education has prescribed
the following conceptual learning model for competency which can be seen as
guideline for developing a working model;
Fig1: A Conceptual Learning Model, adopted form Voorhees(2001)
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BARMAN, A., KONWAR, J., (2011) Competency Based Curriculum in Higher Education: A Necessity Grounded by Globalization,
Revista Romaneasca pentru Educatie Multidimensionala, Year 3, No. 6, April, pp : 7-15
Competency Based Curriculum in Higher Education …
Ph.D. Arup BARMAN, Asst. Professot Ms. Jothnika KONWAR
Challenges of implementing Competency based curriculum
Regarding the implementation of the intended curriculum it is extremely
important that intended learning outcomes (competencies), teaching & learning
approaches and assessment are aligned (Kouwenhoven, 2009). The higher
education system as a whole should be flexible for ensuring proper alignment of
competency based curriculum. Various regulatory authorities along with rules
and regulations of universities may prohibit the experimentation and innovation
in case of implementing competency based curriculum. Reforming a curriculum
towards a more competence based approach implies more autonomy for the
educational institution offering the educational programmes (Kouwenhoven,
2009).
Another major challenge for faculty, staff, and administrators is to
ascertain the “data ramifications” that ensure that competencies are both valid
and reliable with the ultimate aim, in practice, being that they are fully
transportable between and outside of postsecondary entities (U.S. Department
of Education, 2002). Data ramifications also refer to efforts to describe
competencies in a uniform manner so that they can have the same meaning in a
variety of contexts and for a variety of audiences. By taking care of data
ramification standardization of terminology and semantics can be ensured which
in turn can lead to the transportability of competencies among different
disciplines of higher education and across organizations.
Conclusion
We can think as many as innovative and catchy curriculum to
incorporate in higher education. But, who will administer these courses? Many
questions arise in implementing this type of curriculum? Thus, the competency
based curriculum demands orientation of teacher of higher educations. Strong
and multifaceted competent faculty is must and for which faculty development
in right direction will become. For inculcating and facilitating competency based
curriculum compelled by the global issues demand the collaborative
administration with the institutes those already have been practicing and
administering. There are various institutions of western as well as advanced
eastern countries those are already in the stream can cooperate in adopting the
curricula. Indian higher education may go for collaboration with such institutes
and organisations to reap the benefits.
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BARMAN, A., KONWAR, J., (2011) Competency Based Curriculum in Higher Education: A Necessity Grounded by Globalization,
Revista Romaneasca pentru Educatie Multidimensionala, Year 3, No. 6, April, pp : 7-15
Revista Româneasc pentru
Educaie Multidimensional
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Revista Romaneasca pentru Educatie Multidimensionala, Year 3, No. 6, April, pp : 7-15
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