To see the other types of publications on this topic, follow the link: COMPETENCY-BASED APPROACH (CBE).
Journal articles on the topic 'COMPETENCY-BASED APPROACH (CBE)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'COMPETENCY-BASED APPROACH (CBE).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Schilling, Jim F., and J. Randall Koetting. "Underpinnings of Competency-Based Education." Athletic Training Education Journal 5, no. 4 (2010): 165–69. http://dx.doi.org/10.4085/1947-380x-5.4.165.
Full textAbstract:
Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs (ATEPs). While behavioral science research at the turn of the 20th century laid the groundwork for the CBE approach, the process used to establish its construct in education stemmed from scientific management methodology used in industry. A history of various educational paradigms, including social efficiency, essentialism, and vocationalism, contributed to the birth and eventual use of the CBE approach in professional programs. Data Sources: Literature reviewed for this article included published articles and books pertaining to CBE and the sciences, philosophies, theories, and educational paradigms that constitute the underpinnings of the CBE approach used in higher education professional programs. Data Synthesis: A contradiction of learning theories has led to inconsistent employment of the CBE framework, making its use inconsistent in professional programs. The emphasis in health care education programs, such as athletic training, has been on using specific behavioral objectives that provide distinct quantifiable data as competencies assessed within specific time frames, as opposed to incorporating integrated objectives as competencies with completion determined by level of skill achievement. Conclusions: Authenticity and immeasurable skills are examples of limitations with the CBE approach in athletic training programs. These limitations will be discussed and suggestions for future direction provided.
2
Murdoch, William. "Faculty development in competency-based education." MedEdPublish 13 (October 23, 2023): 220. http://dx.doi.org/10.12688/mep.19890.1.
Full textAbstract:
Competency-based education (CBE) has started to change the medical education process from a time-based, teacher-focused approach to an outcomes-based, learner-centered, and population-sensitive philosophy. The International Competency-Based Medical Education Collaborators (ICBME) first convened in 2009 and released a series of scholarly papers that laid the conceptual foundation for CBE in medical education. CBE is intended to address many of the shortcomings in our current medical education system. Prominent among such concerns is the disconnect between topics emphasized in the education process, and the health needs of the populations that learners intend to serve.
3
Arakawa, Naoko, Marwan Akel, Claire Anderson, et al. "Developing a FIP handbook for implementing competency-based education in pharmacy education." Pharmacy Education 22, no. 4 (2023): 150–54. http://dx.doi.org/10.46542/pe.2022.224.150154.
Full textAbstract:
Competency-based education (CBE) is a viable educational approach to close a training gap between ever-changing health challenges and pharmacy and pharmaceutical education curricula. However, the implementation of CBE into initial professional education and training (IPET) for pharmacists is slow. Thus, the development of a handbook to guide academics, educators, and practitioners in implementing CBE would be beneficial. This paper describes the process of developing a handbook to support educators in implementing CBE principles in IPET for pharmacists and pharmaceutical scientists. The project involves three phases: (1) a systematic review, (2) a global survey, and (3) the development of a handbook. The handbook provides guidance and a stepwise approach to implementing CBE in pharmacy curricula, which is particularly useful in resource-limited settings where curriculum overhaul using CBE principles might be challenging.
4
Lin, Galvin Sim Siang, Tong Wah Lim, and Mariana Minatel Braga. "Embracing competency-based education for modern dental practice." Asia Pacific Scholar 10, no. 2 (2025): 8–12. https://doi.org/10.29060/taps.2025-10-2/gp3440.
Full textAbstract:
Introduction: Dental education is undergoing a major transformation due to evolving healthcare needs, technological advancements, and the demand for dental practitioners to meet the diverse needs of a global patient community. Competency-based education (CBE) is at the forefront of this change, focusing on what students are competent in upon graduation. Unlike traditional models, CBE emphasises practical skills, critical thinking, and problem-solving. Methods: This article explores the shift towards CBE in dental education, examining frameworks that support CBE like Miller's Pyramid and guidelines from organisations such as the Accreditation Council for Graduate Medical Education (ACGME) and the American Dental Education Association (ADEA). It also involves a detailed analysis of these frameworks and their application in designing competency-based curricula. Results: The findings reveal that CBE facilitates a student-centric approach, enhancing critical thinking, problem-solving, and autonomous self-assessment. These frameworks guide the design of curricula including identifying core competencies, defining competency levels, mapping competencies to learning outcomes, selecting effective teaching methods and utilising various assessment strategies. However, implementing CBE faces challenges, including measuring soft skills and resistance from educators and students. Conclusion: CBE represents a paradigm shift in dental education, ensuring graduates are not only knowledgeable but proficient in practical skills. Future recommendations include incorporating technology-enhanced learning, global health competencies, and sustainability practices into the curriculum. Continuous professional development for educators and robust feedback mechanisms are needed to maintain the curriculum's relevance and effectiveness, ensuring dental graduates are well-equipped to meet the demands of modern dental practice.
5
Ghonim, Ahmed, and Irene Corpuz. "Moving Toward A Digital Competency-based Approach in Applied Education: Developing a System Supported by Blockchain to Enhance Competency-Based Credentials." International Journal of Higher Education 10, no. 5 (2021): 33. http://dx.doi.org/10.5430/ijhe.v10n5p33.
Full textAbstract:
A competency-based approach to education (CBE) has emerged in recent years, fostering curriculum by tracking and indicting students' acquired skills and competencies. Since applied education is moving away from a theoretical approach to its application, employers are eager to be empowered with graduates' full e-profiles, which demonstrate candidates' competency-based strengths and weaknesses. This study considered a new digital system for competency-based learning, enhanced by Blockchain and badge technologies, to improve and indicate practical classes' quality in applied programs. Our core objectives were to promote the digitalization of competency-based education and students' e-portfolios as a proposed system in applied education. We also assessed its implementation, beginning with a learning gap analysis and moving on to discuss the digital CBE to support employers' ability to validate graduates' competency-based credentials acquired through their signature learning experience. We found that the digitalization of skills and competency-based credentials should be enhanced to foster knowing-by-doing and practical capabilities, which should be incorporated in applied education to achieve optimum CBE results and support recruitment and professional development processes. Further research and study are recommended to develop and unify standards adopted by the Higher Education Institutions (HEIs), that are recognized by the industries.
6
Ramlall, Sunil, and Dhanmati Ramlall. "Competency-Based Education: The Value for Students, Academic Institutions, and Organizations." Journal of Business Administration Research 9, no. 2 (2020): 1. http://dx.doi.org/10.5430/jbar.v9n2p1.
Full textAbstract:
This article examines the practices around Competency-Based Education (CBE) in the U.S. by examining best practices and interviews with leaders at multiple academic institutions to understand strategies being used, identify strengths and opportunities of CBE initiatives. Furthermore, the research will also include discussions on implications for organizations using a CBE approach to training and development strategies, and how HR leaders can extrapolate from current practices in academic institutions to organizations.
7
Ha, Trinh Thi, Nguyen Thi Thu Hien, Nguyen Thi An An, and Nguyen Thi Mai Huong. "Enhancing the Quality of English Language Education for Students at Art Universities in Vietnam through a Competency-Based Approach." Forum for Linguistic Studies 7, no. 1 (2024): 1–14. https://doi.org/10.30564/fls.v7i1.7739.
Full textAbstract:
This study investigates the current state of English teaching quality for students at art universities in Vietnam, focusing on a competency-based approach. Utilizing a mixed-methods design, the research involves surveys and interviews with educators and students to identify key challenges and opportunities in implementing competency-based education (CBE) in English language teaching. The findings reveal an awareness of the importance of CBE; however, practical implementation is hindered by various factors, including curriculum limitations and the need for enhanced teacher training. Recommendations are proposed to enhance English teaching quality, emphasizing the integration of CBE principles to better prepare students for future career demands in the arts.
8
Alsaghir, Loubna, and Wadad Wazen. "A Competency-based Education Approach for Effective On-line Program Design: Exploring E-learning Platforms Compatibility." International Journal on E-Learning 19, no. 1 (2020): 5–23. https://doi.org/10.70725/561322rcsvoo.
Full textAbstract:
This paper investigates the compatibility of e-learning platforms with a competency-based educative (CBE) approach. Using the European Tuning program model derived from the Bologna Process declaration, an integrative framework for creating a degree curriculum based on the CBE approach has been designed such as to include degree competencies, learning outcomes, courses and learning activities. This framework and its underlying principles were then experimented on Moodle in order to explore to what extent the platform offers features that are adapted to implement the CBE approach. For comparison purposes, the compatibility of three other learning management systems (LMSs), namely Blackboard, Canvas and Brightspace, with the CBE approach was also examined. The overall results showed that the explored e-learning platforms offer a relatively compatible environment to the elaborated framework for online courses, thereby adding a boost of broadness and validity to the suggested CBE model.
9
Yasin, Mohamed Gulled. "Paradigms for Contextualizing Competency Based Curriculum in Africa: Inferences from the OECD Countries." Education Quarterly Reviews 6, no. 1 (2023): 464–75. https://doi.org/10.31014/aior.1993.06.01.721.
Full textAbstract:
Competency-based curriculum (CBC) has gained significant attention in recent years as an innovative approach to curriculum design and delivery. This paper explores the use of competency-based curriculum in educational settings and its potential impact on student learning outcomes. It specifically portrays how various countries in OECD utilized the system and urges African countries to undertake the pre-tested approaches by the OECD countries. The paper first provides an overview of CBC and the key principles that underpin this approach. It then discusses the advantages of using CBE, including the ability to personalize learning, increase student engagement and motivation, and improve workforce readiness. The paper also examines the challenges and limitations of implementing CBC, including the need for robust assessment practices, alignment with instructional and assessment methods, and the importance of teacher training and support. Lastly, the paper presents case studies of schools and institutions that have successfully implemented CBC, highlighting best practices and lessons learned. Overall, this paper argues that competency-based curriculum has the potential to transform traditional education by shifting the focus from seat time/knowledge-based to mastery of competencies, thus better preparing students for the demands of the 21st century workforce.
10
Samuel, Anita, Beth King, Ronald M. Cervero, Steven J. Durning, and John Melton. "Evaluating a Competency-Based Blended Health Professions Education Program: A Programmatic Approach." Military Medicine 188, Supplement_2 (2023): 69–74. http://dx.doi.org/10.1093/milmed/usac353.
Full textAbstract:
ABSTRACT Introduction Competency-based education (CBE) programs usually evaluate student learning outcomes at a course level. However, a more comprehensive evaluation of student achievement of competencies requires evaluation at a programmatic level across all courses. There is currently insufficient literature on accomplishing this type of evaluation. In this article, we present an evaluation strategy adopted by the competency-based master’s degree program at the Center for Health Professions Education at the Uniformed Services University of Health Sciences to assess student achievement of competencies. We hypothesized that (1) learners would grow in the competencies through their time in the program and (2) learners would exhibit a behavioristic change as a result of their participation in the program. Materials and Methods The degree program at the Center for Health Professions Education conducts an annual student self-assessment of competencies using a competency survey. The competency survey data from graduated master’s students were collected, providing data from three time points: initial (pre-program survey), middle, and final (end-of-program survey). Open-ended responses from these three surveys were also analyzed. A general linear model for repeated measures was conducted. Significant effects were followed by post hoc tests across time. We also conducted post hoc analysis across domains to better understand the comparative levels of the domains at each time point. The responses to the open-ended prompt were thematically analyzed. Results Analysis of the quantitative data revealed that (1) learners reported significant growth across time, (2) learners had different perceptions of their competencies in each of the domains, and (3) not all domains experienced similar changes over time. Analysis of the free responses highlighted the impact of coursework on competency attainment and the behavioristic change in learners. Conclusions This study presents a strategic evaluation tool for course-based CBE programs that follow a traditional credit hour model. Programmatic evaluation of CBE programs should enable the inclusion of the learner’s voice and provide evaluation data that go beyond individual course evaluations.
11
Mustofa, Idam, Sokha Dara, and Vann S. Sok. "Policy and Practice of Competency-Based Education in Indonesia: Challenges and Prospects for the Future." Journal Emerging Technologies in Education 3, no. 2 (2025): 54–64. https://doi.org/10.70177/jete.v3i2.2131.
Full textAbstract:
Background. Competency-Based Education (CBE) has become a pivotal approach in reforming Indonesia's educational landscape to align with global standards and workforce demands. Despite its potential, the implementation of CBE in Indonesia faces numerous challenges ranging from policy inconsistencies to limited institutional readiness. Purpose. This study aims to analyze the current policy framework and practical applications of CBE in Indonesia, identifying key obstacles and exploring potential future directions.Method. Employing a qualitative research design, data were collected through document analysis and semi-structured interviews with policymakers, educators, and curriculum experts.Results. The findings reveal a gap between policy formulation and classroom practices, constrained by insufficient teacher training, inadequate assessment systems, and fragmented coordination among stakeholders. However, the study also highlights emerging opportunities, including increasing political will, technological integration, and regional initiatives to localize CBE models.Conclusion. The research concludes that while CBE in Indonesia remains at a developmental stage, its future prospects are promising, provided that strategic interventions are undertaken to address systemic barriers. Strengthening institutional capacity and fostering cross-sector collaboration are imperative to ensure the sustainability and effectiveness of CBE implementation.
12
HOUNMENOU, JEAN-CLAUDE. "REPRESENTATIONS OF THE COMPETENCY-BASED APPROACH IN AFRICA: WHAT COHERENCE WITH TEACHING METHODS?" International Journal of Social Sciences and Management Review 08, no. 01 (2025): 105–19. https://doi.org/10.37602/ijssmr.2025.8107.
Full textAbstract:
This study aimed to assess the relevance of the representations of secondary school teachers in Benin, West Africa, on the meaning of the Competency Based Education, CBE, the indicators of its implementation, and the coherence of the teaching practices of this approach in the classes, by means of a questionnaire survey and a collection of life experiences. It emerges from this an almost general tendency of the subjects to assimilate the CBE to the active teaching method, and to teach by means of a stereotyped and inconsistent strategy with regard to the diversity of the types of objects and learning objectives, and in particular the needs of developing the skills of the learners. The study demonstrates that the teaching method adapted to acquire the skills, which are the heart of the competences, is the transmissive method, essentially through the linked processes of demonstration/observation- imitation, and deduced from this observation, that the adequate psychological theory as a basis for the CompetencyBased Approach, is more the theory of social learning, or sociocognitive, of Bandura, than constructivism. Finally, research highlights the need in Africa for initial or continuing pedagogical training, intended to correct the erroneous representations of the CBE, and especially to make teachers more competent in teaching methodology, through the ability to intelligently use teaching methods and processes, depending on the types of objects and learning objectives.
13
Kohale, Nikhil, Pradeep Kini, and Ciraj Mohammed. "Relevance of Competency Based Education for Architectural Education in India." F1000Research 13 (November 11, 2024): 835. http://dx.doi.org/10.12688/f1000research.148617.2.
Full textAbstract:
Background A holistic architectural education is the culmination of learning knowledge, skills, attitudes, and values, which eventually reflects in the quality of graduates. Even though different schools of thought have made various kinds of qualitative contributions towards the evolution of architectural education in India, it has largely been dominated by the quantitative and technical aspects of its regulating framework. Architects engage with the demanding contradictions between responsibilities of an ethical nature, the dynamic challenges of practice, and the intricacies of architectural imagination. The aesthetical and imaginative foundations of the field make it incumbent upon the architects to possess a balance of ecumenical proficiencies for accountability and personalization. The purpose of the study is to identify relevant attributes of Competency Based Education (CBE) that can be adopted for architectural education in India. Methods This research follows a narrative review approach and a descriptive-analytic method to broadly understand the attributes of CBE and its potential relevance to architectural education in India. 323 articles were searched on various search strings based on their relevance to the inquiry. 76 documents written in English language were included and appraised through the Scale of the Assessment for Narrative Review Articles (SANRA) tool to avoid any risk of bias. The PRISMA 2020 checklist and flow diagram has been used to report the findings of this narrative review. Result The study identifies eight critical parameters of CBE with respect to its definitions, origins, transitions, regulatory environment, characteristics, approaches and implications on teaching-learning, frameworks and models of assessment; and challenges, which makes a case for the relevance of CBE for architectural education in India, which hasn’t been explored yet. Conclusion The broader expectations of ‘being competent’ can be addressed through a conscious adoption of strategies of relevant attributes of CBE which can encourage building attitudes and temperament for life-long learning.
14
Kohale, Nikhil, Pradeep Kini, and Ciraj Mohammed. "Relevance of Competency Based Education for Architectural Education in India." F1000Research 13 (July 25, 2024): 835. http://dx.doi.org/10.12688/f1000research.148617.1.
Full textAbstract:
Background A holistic architectural education is the culmination of learning knowledge, skills, attitudes, and values, which eventually reflects in the quality of graduates. Even though different schools of thought have made various kinds of qualitative contributions towards the evolution of architectural education in India, it has largely been dominated by the quantitative and technical aspects of its regulating framework. Architects engage with the demanding contradictions between responsibilities of an ethical nature, the dynamic challenges of practice, and the intricacies of architectural imagination. The aesthetical and imaginative foundations of the field make it incumbent upon the architects to possess a balance of ecumenical proficiencies for accountability and personalization. The purpose of the study is to identify relevant attributes of Competency Based Education (CBE) that can be adopted for architectural education in India. Methods This research follows a narrative review approach and a descriptive-analytic method to broadly understand the attributes of CBE and its potential relevance to architectural education in India. 313 articles were searched on various search strings based on their relevance to the inquiry. 66 documents written in English language were included and appraised through the Scale of the Assessment for Narrative Review Articles (SANRA) tool to avoid any risk of bias. The PRISMA 2020 checklist and flow diagram has been used to report the findings of this narrative review Result The study identifies eight critical parameters of CBE with respect to its definitions, origins, transitions, regulatory environment, characteristics, approaches and implications on teaching-learning, frameworks and models of assessment; and challenges, which makes a case for the relevance of CBE for architectural education in India, which hasn’t been explored yet. Conclusion The broader expectations of ‘being competent’ can be addressed through a conscious adoption of strategies of relevant attributes of CBE which can encourage building attitudes and temperament for life-long learning
15
KRYEZIU, Belgizare. "CHALLENGES OF COMPETENCY-BASED EDUCATION IN PRIMARY SCHOOLS OF KOSOVO." Journal of Educational Research - EDUCATION 6, no. 11-12 (2024): 107–16. http://dx.doi.org/10.62792/ut.education.v6.i11-12.p2644.
Full textAbstract:
Competency-based education (CBE) has gained recognition as a progressive approach to teaching and learning, emphasizing the mastery of specific knowledge, skills, and abilities. Competence-based education began its implementation in Kosovo ten years ago. It has become a main topic in all pre-university education, including primary education. There are almost as many parents, teachers, and civil society organizations claiming to have a clear definition of competency-based education and then implementing it in the classroom by teachers as there are practitioners. The most important characteristic of competency-based education is that it aims to measure and assess learning rather than time. Unfortunately, this is not happening due to several factors, but an important one is that professional development activities are more supply-driven than demand-driven. These issues challenge not only our technologies, but our educational institutions, values, and way of living and interacting. Competency-based education is supposed to deal with very complex problems and to be successful and productive requires innovative, practical solutions that can be modified in the light of experience and feedback on the ground. In this direction, this study analyzes appropriate literature and official reports on Kosovo's achievements in the education system as well as in the rest by surveying nearly 650 teachers from all regions of Kosovo, analyzes and evaluates the current challenges of supporting and accepting the new curriculum of based on competences (CBE - Competence Based Education). The results show that although the majority of teachers accept the new curriculum (CBE) as a challenge and a positive change, for some of them it is burdensome and unclear as well as inaccessible, but again most of them practice modern methods and techniques for the purpose of development of the appropriate competencies of students. Furthermore, the trainings organized by MEST are the most current and frequent forms through which support for the new curriculum (CBE) is provided, on the other hand, modern forms and methods of teaching (reorganization, monitoring, ICT, others ) are partially present in the learning process for the implementation of the new curriculum (CBE) / Teaching programs by teachers in primary education in the Republic of Kosovo.
16
Staribratov, Ivaylo, Muharem Mollov, Rosen Valchev, and Petar Petrov. "Self-Assessment – a Component of the Competence-Based Training in the Profession “Applied Programmer”." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 30, no. 5 (2022): 512–25. http://dx.doi.org/10.53656/str2022-5-5-sel.
Full textAbstract:
The article discusses the idea of competency-based education (CBE), which is increasingly used to improve training for the modern knowledge-based economy. A general description of such training has been made, in the center of which is the learner. The ideas for ADDIE were used – a training model that meets the objectives of the UNCCD. The article focuses on self-assessment as one of the characteristic forms of CBE assessment. The results of the self-assessment of students participating in the training in the profession “Applied Programmer” are presented. The study involved students studying under the National Program “IT Career Training” (NPITC), with which the CBE was conducted and a group of students in which traditional training in the profession was conducted. The prepared self-assessment questionnaire includes questions related to the development of basic and specific competencies. The questions on specific competencies are based on the competency models used in the IT sector. The results of the survey show that students who participated in the CBE have a higher self-esteem than students trained in the traditional approach. It is necessary to conclude that the CBE is suitable for use in modern education, despite the need for serious preparation before its implementation.
17
Beini, Fan. "The Application of the CBE-DACUM Model in Undergraduate Talent Development: An American Perspective." Journal of Industry and Engineering Management 1, no. 4 (2023): 77–81. http://dx.doi.org/10.62517/jiem.202303413.
Full textAbstract:
This study examines the integration of Competency-Based Education (CBE) and Developing a Curriculum (DACUM) in American undergraduate programs, aiming to enhance student competencies and employability. Through a mixed-methods approach involving surveys and case studies, it finds that CBE-DACUM significantly improves practical skills and job readiness among students. The research highlights the model's potential in aligning education with industry needs, suggesting its broader application could bridge the gap between academic preparation and labor market demands. Conclusively, the CBE-DACUM approach is posited as a transformative strategy for modernizing undergraduate education, underscoring the importance of further exploration into its long-term effectiveness and adaptability.
18
Cyprian, Dlamini, Pinias Chikuvadze, Mudavanhu Young, Dziva Daimond, and Makuvire Claretah. "Competence-Based Education Pedagogy and Its Infusion into Primary School Learning Activities: Experiences from Teachers in A Selected Cluster in Eswatini." Journal of Educational Research and Practice 3, no. 1 (2025): 1–15. https://doi.org/10.70376/jerp.v3i1.267.
Full textAbstract:
This study sought to explore how Competency-Based Education (CBE) pedagogy was implemented in the selected primary schools and to understand teachers' experiences with this pedagogical approach. The study was rooted in a mixed research method approach. For this study, 24 respondents were selected through a stratified random technique. Data was collected through an interview and semi-structured questionnaire. In quantitative data, percentages were used, and qualitative data was analyzed according to emerging themes. This created the platform for quantitative and qualitative data to corroborate each other. The analyzed and interpreted data revealed that seminars, peer tutoring, and workshops were commonly used to prepare teachers to integrate CBE pedagogy into all learning activities. The results showed that student-centered methods, such as problem-solving, inquiry-based, project-based, and design-based learning, were central to CBE pedagogy's integration into primary school learning activities. Integrating CBE pedagogy in primary school teaching and learning fosters flexible, personalized learning emphasizing skills development. Based on the results, the teachers in the selected primary school's cluster facilitated the infusion of CBE pedagogy into learning activities. Continuous teachers' professional development should enhance their competencies in implementing CBE pedagogy into learning activities.
19
Kusrini, Prima, and Ari Indra Susanti. "Competency-based education in midwifery: A comprehensive review of implementation strategies and outcomes in developing regions." Inovasi Kurikulum 22, no. 2 (2025): 1155–70. https://doi.org/10.17509/jik.v22i2.83661.
Full textAbstract:
Competency-based education (CBE) is increasingly adopted as a reformative approach in midwifery education, particularly within developing regions such as Africa and South-East Asia. It aims to improve the preparedness of midwives to address complex maternal and newborn health challenges. This literature review employed a comprehensive analysis of 14 peer-reviewed studies, utilizing qualitative and mixed-method research designs. The studies included systematic reviews, gap analyses, and interview-based investigations across diverse educational settings. The review identified that CBE significantly enhances clinical competencies, theoretical knowledge, and professional self-confidence among midwifery students. Practical implementation strategies included the integration of simulation-based learning, continuous assessment, and mentorship models. However, significant barriers included inadequate institutional resources, faculty training, and resistance to pedagogical change. CBE offers a structured and outcomes-driven educational model that aligns theoretical instruction with practical skills acquisition. Its adoption addresses persistent gaps in midwifery training and contributes to workforce readiness in resource-limited settings. The findings suggest that CBE can serve as a transformative framework for midwifery education in developing regions. Policy support, investment in educator training, and curriculum reform are essential to realize its potential and improve reproductive health outcomes fully. AbstrakModel pendidikan berbasis kompetensi (CBE) kini semakin diadopsi dalam program pendidikan kebidanan di negara-negara berkembang sebagai upaya untuk meningkatkan kesiapan mahasiswa dalam praktik klinis serta menjawab kekurangan tenaga profesional di bidang kesehatan ibu dan bayi. Kajian literatur ini melibatkan analisis terhadap 14 artikel ilmiah yang telah melalui proses peer-review. Pendekatan yang digunakan meliputi metode kualitatif dan campuran, mencakup tinjauan sistematis, analisis kesenjangan, serta studi wawancara yang dilakukan di berbagai institusi pendidikan di kawasan Afrika dan Asia Tenggara. Studi-studi yang dikaji menunjukkan bahwa penerapan CBE secara signifikan memperkuat keterampilan praktik, pemahaman konseptual, dan rasa percaya diri mahasiswa kebidanan. Pendekatan yang paling efektif mencakup penggunaan simulasi dalam pembelajaran, pendampingan akademik, dan penerapan alat evaluasi berbasis kompetensi. Kendati demikian, implementasi CBE masih menghadapi hambatan, seperti keterbatasan sumber daya institusional, kurangnya pelatihan bagi tenaga pengajar, dan resistensi terhadap perubahan kurikulum. CBE berperan penting dalam menjembatani teori dan praktik, serta menawarkan pendekatan sistematis untuk meningkatkan mutu pendidikan kebidanan. Fokusnya pada pencapaian hasil memungkinkan pembentukan tenaga profesional yang lebih siap menghadapi tantangan di lapangan. Penerapan CBE memiliki potensi besar dalam meningkatkan kualitas pendidikan kebidanan di wilayah dengan sumber daya terbatas. Untuk mencapai dampak yang berkelanjutan, diperlukan dukungan berupa pelatihan tenaga pengajar, pembaruan kebijakan pendidikan, serta penguatan infrastruktur institusi. Keberhasilan implementasi model ini berkontribusi pada peningkatan layanan kesehatan ibu dan bayi serta penguatan kapasitas tenaga kesehatan di negara-negara berkembang..Kata Kunci: kebidanan; pendidikan berbasis kompetensi ; pendidikan tenaga kesehatan; strategi implementasi
20
Lupinski, Kirsten, Marsha Kaufman, and Shelley Armstrong. "Impact of Teaching Assistants on Student Satisfaction in a Competency-Based Program at an Online University." International Journal on E-Learning 24, no. 2 (2024): 153–82. https://doi.org/10.70725/129606ulbypp.
Full textAbstract:
No previous research has looked at the inclusion of teaching assistants (TAs) in competency-based education (CBE)?at an online university to evaluate student satisfaction and success. A 12-month TA pilot program in an online undergraduate program sought to measure the positive impact on students' learning by surveying their satisfaction and academic success. In a mixed-methods approach, a quantitative analysis evaluated the performance data based on completion reports of the test group (students enrolled prior to TA pilot program) and the control group (students enrolled during). The qualitative analysis examined the perceptions of participants in the test group (students, subject matter experts, teaching assistants, and academic coaches). Although the results showed a statistical significance in five of the nine competencies (p < 0.05), required adjustments in the academic procedures offset this outcome. However, a high level of satisfaction was reported as a recurring theme regarding the inclusion of a TA in the CBE program. These findings provide evidence to support the inclusion of TAs in CBE despite an individualized structure of learning, which is a distinct feature. The results indicated a high level of satisfaction, which can increase student's sense of belonging, engagement, and overall success.
21
Woodward, Kristin M. "Students at the center in emerging academic models: embedded information literacy and distance services in the University of Wisconsin System Flex degree." Library Hi Tech News 32, no. 7 (2015): 12–15. http://dx.doi.org/10.1108/lhtn-04-2015-0023.
Full textAbstract:
Purpose – As a model of competency-based education (CBE), the University of Wisconsin (UW) System Flex options present a unique case study of challenges and opportunities for embedding student-centered library services and information literacy. Design/methodology/approach – In this paper, we describe strategies for engaging with the evolving Flex curriculum, the needs of an unknown student body and the role of new student support staff. The author notes the relevance of examining the library’s role in Flex at this time, given the potential for growth nationally in CBE. Findings – The challenges the author faced initially were closely tied with opportunities that once examined, formed the basis of the embedded library model for competency-based education. Further, the author found opportunities to articulate their role in Flex on their campus and share with other institutions. Originality/value – This case study is based on the author’s experiences embedding Information Literacy and Distance Services in the Flex option at the University of Wisconsin Milwaukee.
22
Mohamed, Shyam, and Ajay Rampersad. "An Innovative Approach to Health Sector Regulatory Compliance Education." Journal of Innovation in Polytechnic Education 7, no. 1 (2025): 49–59. https://doi.org/10.69520/jipe.v7i1.248.
Full textAbstract:
The essay presents the authors' experience implementing a competency-based education (CBE) pilot program for the Health Sector Regulatory Compliance (HSRC) graduate certificate program at Humber Polytechnic. It also explores the authors' experience of the design, execution, and outcomes of an innovative 18-credit integrated course, “Health Sector Regulatory Skills in Practice” (HSRC 5020), which consolidated learning outcomes from four second-semester courses. The CBE approach prioritizes skill mastery over traditional credit-hour models, addressing the growing skills gap between academia and industry. The HSRC program’s pilot focused on students demonstrating four core competencies: Audit and Inspection Management, Risk and Compliance Management, Regulatory Research and Analysis, and Trending and Data Analysis. Faculty evaluated each competency on a scale from ‘Foundational’ to ‘Developing’ to ‘Proficient,’ providing students with regular feedback and coaching sessions. The course followed a 7-1-7 format, combining structured learning periods with a mid-term break. Implementation involved course design considerations, resource allocation, and student engagement through weekly coaching sessions and project-based learning activities. Assessment methods were diverse and authentic, including written reports, oral presentations, and digital portfolios, allowing students to demonstrate their skills through differentiated formats. The student feedback highlighted the benefits of self-paced learning, practical application of skills, and course flexibility. Students valued the autonomy to control their educational journey, emphasizing real-world scenarios. However, the challenges noted include students’ inexperience with digital portfolios and the need for enhanced communication with instructors. [Abstract continued in the article PDF.]
23
Ige, Waleola Bukola, Winnie Baphumelele Ngcobo, and Opeyemi Afolabi. "Implementation of Competency-Based Education for Quality Midwifery Programs in Africa: Protocol for a Scoping Review." JMIR Research Protocols 12 (December 4, 2023): e47603. http://dx.doi.org/10.2196/47603.
Full textAbstract:
Background Competency-based education (CBE) for midwifery programs is a system of academic instruction and evaluation that aims to achieve proficiency in midwifery student learning outcomes, which is based on students’ ability to demonstrate the knowledge, attitudes, self-perceptions, and skills of a predetermined set of educational activities in theory and practice. CBE focuses on ensuring that midwifery students can develop critical thinking abilities, values, and the clinical decision-making abilities needed for the delivery of safe care in future practice. Objective The objective of this scoping review is to map and synthesize existing literature on the implementation of CBE for midwifery programs and its sustainability in Africa. Methods We will use the Arksey and O’Malley approach for scoping reviews for the research methodology. The 3-stage search process, proposed by the Joanna Briggs Institute, will be used to determine the eligibility of published and unpublished studies. PubMed, Science Direct, Web of Science, CINAHL, PsycINFO, and Scopus will be searched to screen published articles. ProQuest Dissertations and Theses and Google Scholar will be used to search for unpublished studies. Findings will only apply to studies conducted in Africa from 2010 to the present year in English. The 2 reviewers will work independently to carefully screen and compare the full text of the selected citations to the inclusion criteria. In the event of any disagreements between the 2 reviewers at any stage of the selection process regarding the inclusion of an article, this will be settled by discussion or consultation with a third reviewer. The extracted data will be presented using a PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Review) flow diagram with an attached narrative summary. The review will summarize and disseminate findings on the implementation of the CBE for midwifery programs and its sustainability in Africa. Results It is intended that this scoping review will be completed within 6 months following the publication of this protocol. Conclusions The conclusions from this scoping review will inform midwifery educators, institutions, policy makers, and other stakeholders on the strategies to implement and sustain CBE for midwifery programs in Africa. International Registered Report Identifier (IRRID) PRR1-10.2196/47603
24
DeLuca, Judith, Kimberly Ference, Troy Lynn Lewis, and Meagan Mielczarek. "A mixed methods study of a competency-driven approach in a pharmacy course." Pharmacy Education 25, no. 1 (2025): 283–92. https://doi.org/10.46542/pe.2025.251.283292.
Full textAbstract:
Background: There is a call to transition from traditional grades towards Competency-Based Education (CBE) for health professionals, however, evidence is needed to describe the challenges and opportunities unique to pharmacy education. Students’ understanding and faculty perceptions of a CBE approach would help foster acceptance. Objective: to assess student opinions, understanding, and attitudes towards implementing a Competency-Driven (CD) approach into a pharmacy course. A secondary objective was to assess faculty perceptions of the CD approach. Methods: A CD approach was implemented in Foundations of Pharmacy Practice, a two-semester course. Using mixed methods, 61 students enrolled in the course participated in a pre- and post-survey and focus group. Results: Sixty-two per cent of students provided informed consent, and five participated in a focus group. Findings demonstrate that students believe individualised feedback fosters professional growth. Students consistently valued feedback on non-graded assessments and were less likely to agree that graded assignments assisted their learning/professional development. Over half of the students prioritised graded courses over pass-or-fail coursework. Five qualitative themes included professional growth, motivation, sufficient time frame, supportive environment, and career success. Conclusion: While students perceive that a CD approach creates a supportive learning environment and promotes professional development, most prioritised traditionally graded coursework.
25
Paek, Seungsu, Taehun Um, and Namhyoung Kim. "Exploring Latent Topics and International Research Trends in Competency-Based Education Using Topic Modeling." Education Sciences 11, no. 6 (2021): 303. http://dx.doi.org/10.3390/educsci11060303.
Full textAbstract:
Recently, there has been growing educational interest in competency. Global organizations, such as the United Nations (UN) and Organization for Economic Co-operation and Development (OECD), which are leading the discourse on education reform, are undertaking the lead in spreading awareness regarding competency education. Since 2015, the number of published articles on competency education has been rapidly increasing. This paper aims to provide significant implications for creating a sustainable future of competency education. A topic modeling method was used to empirically analyze latent topics and international research trends in 26,532 articles published on competency-based education (CBE). As a result of the analysis, 15 topics were derived, including “approach to competency development.” In addition, five topics including “learning skills” and “teacher training” were found to be hot topics with the increasing article publication. The rapidly changing modern society is calling for a transformation in education. We hope that the results of this study paves the way for further research exploring new directions for education, such as competency education.
26
Greece, Jacey A., Joanne G. Patterson, Sarah A. Kensky, and Kate Festa. "Incorporating practical application in graduate introductory public health courses." On the Horizon 23, no. 4 (2015): 309–22. http://dx.doi.org/10.1108/oth-05-2015-0021.
Full textAbstract:
Purpose – The purpose of this paper is to examine the utility of a redesigned course assessment in a required, introductory Master of Public Health (MPH) course to demonstrate competency achievement through practical application. School of public health curricula are informed by competency-based education (CBE) to prepare students for the field. This is a challenge in introductory courses as traditional assessments do not translate into practical application of knowledge. Design/methodology/approach – This retrospective post-test-only evaluation examined a practice-based, multi-disciplinary assessment utilized in Fall 2014 (n = 63 students). Web-based surveys were administered three months after the course to participating students (n = 33), the teaching team or teaching teams (n = 7) and organization representatives (n = 3) to evaluate the utility of the assessment. Questions were analyzed descriptively using chi-square tests, where applicable responses were compared across groups. Findings – Results indicate that a practice-based assessment in an introductory MPH course may enhance student learning by fostering deeper appreciation and application of course content while more closely reflecting the collaborative, multi-disciplinary and problem-solving nature of practice. The assessment may also increase the depth of competency achievement and career preparedness. Practical implications – Institutions that are guided by CBE, train students for multi-disciplinary practice and are impacted by the changing landscape of the field may want to consider course assessments that mimic practice to best prepare students. Originality/value – Course assessments should be evaluated to ensure they appropriately measure competency achievement. This evaluation provides multiple perspectives on the process and outcome of a practice-based course assessment.
27
Alanazi, Maha Mahdi, Sanad Samah Alharbi, Saleh Abdul Latif Al-Jasser, et al. "Optimizing care for patients with infectious diseases: Roles of emergency medical services and nursing." International journal of health sciences 8, S1 (2024): 1331–46. http://dx.doi.org/10.53730/ijhs.v8ns1.15204.
Full textAbstract:
Background: Internal medicine (IM) and its subspecialties have seen a shift in care delivery, increasingly relying on nonphysician practitioners (NPPs) such as nurse practitioners (NPs) and physician assistants (PAs). This article focuses on the development of a curriculum and competency framework for advanced care practitioners (ACPs) specializing in infectious diseases (ID). Aim: To establish a comprehensive competency-based education (CBE) model for NPs and PAs in ID, aiming to enhance their skills and optimize patient care. Methods: The framework incorporates six core competencies endorsed by various regulatory and professional organizations. An interprofessional approach was utilized to develop a curriculum that addresses the educational needs of ACPs in ID practice, along with assessing Entrustable Professional Activities (EPAs). Results: The proposed guidelines outline specific clinical responsibilities and milestones for ACPs over a one-year training period. This structured approach ensures that ACPs develop competencies in patient care, medical knowledge, interpersonal skills, professionalism, and systems-based practice, allowing them to effectively manage common and complex infectious diseases. Conclusion: The integration of ACPs into infectious disease practice is vital for enhancing patient care and alleviating resident workload.
28
Chepsiror, Philomena, and Anne Kisilu. "The Pedagogical Shift of Kenyan University Technical Education Lecturers to the Competency-Based Education and Training." Africa Journal of Technical and Vocational Education and Training 10, no. 1 (2025): 28–38. https://doi.org/10.69641/afritvet.2025.101175.
Full textAbstract:
The education landscape in Kenya is undergoing a significant transformation that is driven by the adoption of the Competency-Based Education (CBE). Initially introduced at the basic education level, the CBE is gradually being integrated into higher education where it is commonly referred to as Competency-Based Education and Training (CBET). CBET is already being adopted at the Technical and Vocational Education and Training (TVET) level and is expected to improve the quality of TVET by focusing on practical skills and performance standards. The CBET in Kenya's higher education system is pivotal for aligning educational outcomes with the demands of the labor market and in improving employability of its graduates. This paper investigated the pedagogical shift of university lecturers towards CBET for training of teachers for TVET. It aimed at establishing the awareness levels of Kenyan University Technical Education lecturers regarding CBET and the challenges and barriers they could envisage in transitioning to and implementing CBET in the training of TVET teachers at the university. The study was anchored on the Social Cognitive Theory. It adopted the qualitative approach framed within the exploratory design. Stratified and purposive sampling techniques were used to select a sample of 20 participants from two universities offering Technical Education. Focused group discussions and interviews were used to collect data which was subsequently analyzed thematically. Findings established that although many university lecturers are well aware of the principles and importance of CBET, a number of challenges including, curriculum alignment, pedagogical adaptations, assessment methodologies, and the lack of institutional support for CBET programmes were predicted to be huddles in implementation of CBET at the university before and by 2029, highlighting the need for additional training and resources.
29
Saadvandi, Mahsa, Enayat Abbasi, Harm Biemans, Homayoun Farhadian, and Kiumars Zarafshani. "Investigating the Status of a Competency-Based Agricultural Higher Education System in Iran." Journal of Agricultural Education 66, no. 1 (2025): 40. https://doi.org/10.5032/jae.v66i1.79.
Full textAbstract:
Competency-based education (CBE) represents a crucial approach for aligning educational systems with community requirements. The approach is founded on principles that delineate the essential attributes of key educational components: educators, learners, curriculum, and learning environment. In light of the ongoing challenges within Iran’s agricultural higher education system to synchronize academic instruction with community needs, this study investigates the status of the competency-based agricultural higher education system in Iran. The population in this quantitative research included all educators and students in Iran’s public agricultural schools and government employers in the agricultural sector. Sample educators and students were selected using a multistage sampling method, while purposeful sampling was used to select employers. Data were collected using two questionnaires: one related to educators and students, and one related to employers. The validity and reliability of the tools were assessed and confirmed by a panel of experts using Cronbach’s alpha test, and data analysis was performed in SPSS version 22. We found that the characteristics related to the relationships between the various pillars of the agricultural higher education system and the external environment, like professional and management skills, were unfavorable. This indicates that graduates lack the necessary skills to effectively engage with industry professionals and manage agricultural enterprises. On the other hand, characteristics associated with the internal functions of the educational system, such as scientific ability and personal skills, were favorable. This suggests that the educational system is more successful in developing students’ academic knowledge and personal competencies than empowering them to enter the labor market.
30
Zodpey, Sanjay, and Anjali Sharma. "Competency Driven Approach in Advancing Reforms Agenda: Reinventing India’s Public Health Education." Journal of Comprehensive Health 7, no. 2 (2019): 1–5. http://dx.doi.org/10.53553/jch.v07i02.001.
Full textAbstract:
Today public health professionals face new and demanding challenges to improve health of the population and minimize health inequalities. The world suffers from the unappeasable tide of triple burden of disease, the threat of new pandemics, the environmental risks and weak health systems that impose severe burden on health services, systems and society, locally and globally. Disease knows no border; the developed and developing worlds are united by one scourge - the shortage of a public health workforce[1]. Recent public health events have emphasized the need to strengthen and develop the public health workforce. National Health Policy – 2017 by Ministry of Health and Family Welfare, Government of India, recognizes the need to revise health professional education keeping in view the changing needs, technology and the newer emerging disease trends[2]. Improvements in public health can only be realized through the development of a workforce that understands that “working differently means leading and learning differentlyâ€[3]. Competency based education (CBE) has witnessed a growing interest over the years in the field of especially for experiential learning and as a means for optimizing the preparation of health professionals[4, 5, 6].
31
Smith Johnson, Evette M., Evora G. Mais Thompson, and Nanibala Immanuel Paul. "Preparing the post-pandemic workforce for the cruise and hospitality industry." Worldwide Hospitality and Tourism Themes 14, no. 2 (2022): 137–46. http://dx.doi.org/10.1108/whatt-11-2021-0147.
Full textAbstract:
Purpose The aim of this article is to examine some of the imperatives surrounding the preparation of the workforce for the cruise and hospitality industry after the COVID-19 pandemic. This includes a competency-based approach to training.Design/methodology/approach An analysis of peer-reviewed material was conducted. This involved looking at the literature on the cruise and hospitality industry in the Caribbean region and specifically, Jamaica. Attention was then given to how aspects of training in competency-based education/training (CBE/T) could be utilised to prepare the workforce to sustain a viable cruise and hospitality industry during and after the pandemic.Findings The pandemic reveals some of the weaknesses of global tourism and academia more generally in terms of curricula and has pointed out that most of the training methods, techniques, pedagogies and subject areas may change in times of crisis in order to better prepare for response and recovery policies, strategies and research. Some of the competencies that the post-pandemic cruise and hospitality workforce will require were identified in the review, such as technological, health management and resilience competencies.Practical implications The review implies that there are new and emerging competencies that are driven by the COVID-19 pandemic. These must be reflected in a competency-based education and training (CBET) curricula as educational change will be required to prepare the post-pandemic workforce.Social implications Relationships and results will need to be the focus of CBET for the cruise and hospitality industry. Although the customer focus will remain for industry workers, the workforce will need to learn to interact with tourists via touchless applications, simulations and virtual interactions.Originality/value This paper is of value to educators and trainers in the cruise and hospitality industry.
32
Félix-Herrán, Luis C., Carlos Izaguirre-Espinosa, Vicente Parra-Vega, Anand Sánchez-Orta, Victor H. Benitez, and Jorge de-J. Lozoya-Santos. "A Challenge-Based Learning Intensive Course for Competency Development in Undergraduate Engineering Students: Case Study on UAVs." Electronics 11, no. 9 (2022): 1349. http://dx.doi.org/10.3390/electronics11091349.
Full textAbstract:
Accelerated advances in science and technology drive the need for professionals with flexible problem-solving abilities towards a collaborative working environment. The advances pose a challenge to educational institutions about how to develop learning environments that contribute to meeting the aforementioned necessity. Additionally, the fast pace of technology and innovative knowledge are encouraging universities to employ challenge-based-learning (CBL) approaches in engineering education supported by modern technology such as unmanned aerial vehicles (UAVs) and other advanced electronic devices. Within the framework of competency-based education (CBE) and CBL are the design, implementation, and evaluation of an intensive 40 h elective course which includes a 5-day challenge to promote the development of disciplinary and transversal competencies in undergraduate engineering students whilst relying on UAVs as the medium where the teaching–learning process takes place. Within this credit course, a case study was carried out considering the framework of an exploratory mixed-methods educational research approach that sought a broad understanding of the studied phenomena using various data collection instruments with quantitative and qualitative characteristics. An innovative academic tool was introduced, namely a thematic UAV platform that systematically exposed students to the principles underlying robotic systems and the scientific method, thereby stimulating their intellectual curiosity as a trigger to solve the posed challenge. Moreover, students came up with innovative teamwork-based solutions to a designed challenge while having an enjoyable and motivating time flying drones on an indoor obstacle course arranged by themselves. The preliminary findings may contribute to the design of other CBL experiences, supported by technology applied for educational purposes, which could promote the development of more disciplinary and transversal competencies in future engineers.
33
Félix-Herrán, Luis C., Carlos Izaguirre-Espinosa, Vicente Parra-Vega, Anand Sánchez-Orta, Victor H. Benitez, and Jorge de-J. Lozoya-Santos. "A Challenge-Based Learning Intensive Course for Competency Development in Undergraduate Engineering Students: Case Study on UAVs." Electronics 11, no. 9 (2022): 1349. http://dx.doi.org/10.3390/electronics11091349.
Full textAbstract:
Accelerated advances in science and technology drive the need for professionals with flexible problem-solving abilities towards a collaborative working environment. The advances pose a challenge to educational institutions about how to develop learning environments that contribute to meeting the aforementioned necessity. Additionally, the fast pace of technology and innovative knowledge are encouraging universities to employ challenge-based-learning (CBL) approaches in engineering education supported by modern technology such as unmanned aerial vehicles (UAVs) and other advanced electronic devices. Within the framework of competency-based education (CBE) and CBL are the design, implementation, and evaluation of an intensive 40 h elective course which includes a 5-day challenge to promote the development of disciplinary and transversal competencies in undergraduate engineering students whilst relying on UAVs as the medium where the teaching–learning process takes place. Within this credit course, a case study was carried out considering the framework of an exploratory mixed-methods educational research approach that sought a broad understanding of the studied phenomena using various data collection instruments with quantitative and qualitative characteristics. An innovative academic tool was introduced, namely a thematic UAV platform that systematically exposed students to the principles underlying robotic systems and the scientific method, thereby stimulating their intellectual curiosity as a trigger to solve the posed challenge. Moreover, students came up with innovative teamwork-based solutions to a designed challenge while having an enjoyable and motivating time flying drones on an indoor obstacle course arranged by themselves. The preliminary findings may contribute to the design of other CBL experiences, supported by technology applied for educational purposes, which could promote the development of more disciplinary and transversal competencies in future engineers.
34
Somba, Anthony Mangoka, and Jean Claude Zigama. "Ethics in Teacher Education: Key to 21st Century African Development Agenda." Journal of Education and Learning (JEL) 4, no. 1 (2025): 27–36. https://doi.org/10.51317/jel.v4i1.688.
Full textAbstract:
The purpose of this article is to critically examine whether ongoing education reforms in Africa, particularly the implementation of Competency-Based Education (CBE), can establish a robust foundation for sustainable development by transforming the design, delivery, and management of Teacher Education programs. The teaching profession remains central to societal progress, yet it faces numerous systemic challenges that threaten its ability to meet contemporary demands. Despite CBE's alignment with the Sustainable Development Goals (SDGs) and its potential to prepare African nations for meaningful participation in the global economy, there are doubts about whether current reform efforts are sufficient to professionalise and ethically ground the teaching workforce. This review article adopts a qualitative analytical methodology, synthesising existing scholarly literature, policy frameworks, and reform reports related to Teacher Education in Africa. The analysis focuses on identifying structural gaps and ethical shortcomings in current Teacher Education practices and policies. The findings reveal a host of persistent challenges, including the lack of standardised Teacher Education program design, chaotic institutional management, politicised and corrupt teacher recruitment processes, and a fragmented approach to advocating for teachers' welfare and rights. These issues collectively undermine the effectiveness of education reforms and the professional stature of teachers. The article concludes that transformative change in Teacher Education is essential for the success of CBE and the broader sustainable development agenda. It recommends the mainstreaming of professional ethics into Teacher Education curricula, the establishment of harmonised regulatory systems, and the strengthening of unified advocacy mechanisms for the teaching profession as key strategies for revitalising education in Africa.
35
Corwin, Lisa A., Stacey Kiser, Sondra M. LoRe, Jillian M. Miller, and Melissa L. Aikens. "Community College Instructors’ Perceptions of Constraints and Affordances Related to Teaching Quantitative Biology Skills and Concepts." CBE—Life Sciences Education 18, no. 4 (2019): ar64. http://dx.doi.org/10.1187/cbe.19-01-0003.
Full textAbstract:
Quantitative skills are an important competency for undergraduate biology students and should be incorporated early and frequently in an undergraduate’s career. Community colleges (CCs) are responsible for teaching introductory biology to a large proportion of biology and prehealth students, and quantitative skills are critical for their careers. However, we know little about the challenges and affordances that CC instructors encounter when incorporating quantitative skills into their courses. To explore this, we interviewed CC biology instructors ( n = 20) about incorporating quantitative biology (QB) instruction into their classes. We used a purposeful sampling approach to recruit instructors who were likely to have tried evidence-based pedagogies and were likely aware of the importance of QB instruction. We used open coding to identify themes related to the affordances to and constraints on teaching QB. Overall, our study participants met with challenges typical of incorporating new material or techniques into any college-level class, including perceptions of student deficits, tension between time to teach quantitative skills and cover biology content, and gaps in teacher professional knowledge (e.g., content and pedagogical content knowledge). We analyze these challenges and offer potential solutions and recommendations for professional development to support QB instruction at CCs.
36
Kilbertus, S., K. Pardhan, G. Bandiera, and J. Zaheer. "P079: Transition to practice: evaluating the need for formal training in supervision and assessment techniques among senior emergency medicine residents and new to practice emergency physicians." CJEM 20, S1 (2018): S84—S85. http://dx.doi.org/10.1017/cem.2018.277.
Full textAbstract:
Introduction: Final year emergency medicine residents may be transitioning to practice with little to no training on how to effectively supervise and assess trainees. It remains unclear how comfortable final year residents and new-to-practice physicians are with these competencies. The goal of our study was to examine physician comfort with supervision and assessment, whether there was a perceived need for formal training in these areas, and what gaps, barriers and enablers would exist in implementing it. Methods: Qualitative data were collected in two phases during September 2016-November 2017 through interviews of PGY5 emergency residents and new-to-practice staff at the University of Toronto and McMaster University in Ontario, Canada. A semi-structured interview guide was developed and used during the first round of interviews at the University of Toronto during phase one. Results from phase one were used to refine the interview guide, to be used in phase two, to ensure that all potential areas of thematic generation were touched upon. Phase two occurred at the University of Toronto and McMaster University using the refined interview guide. All transcripts were coded, analyzed, and collapsed into themes. Data analysis was guided by a constructivist grounded theory based in a relativist paradigm. Results: Thematic analysis revealed five themes. Residents and staff alike described acquiring the skills of supervision and assessment passively, primarily through modeling the behaviours of others; the training that is available in these areas is variably used, creating a diversity of physician comfort levels within these two competencies; the many competing priorities in the emergency department represent significant barriers to improving supervision and assessment; providing negative feedback is universally difficult and often avoided, sometimes resulting in struggling trainees not being identified until late in residency; the move towards competency based education (CBE) will act as an impetus for more formal curriculum being required in these areas. Conclusion: As residency programs transition to a CBE model, there will be a greater need for formal training in supervision and assessment to achieve a standard level of comfort and competence among senior residents physicians in independent practice. These competencies will also need an emphasis on how to identify struggling trainees, and how to approach negative and constructive feedback.
37
Cervinska, Elina, Andra Blumberga, Antra Kalnbaļķite, and Jelena Pubule. "Development of Massive Online Open Course ‘Energy Transition and Climate Change’." Environmental and Climate Technologies 26, no. 1 (2022): 1106–17. http://dx.doi.org/10.2478/rtuect-2022-0083.
Full textAbstract:
Abstract This study focuses on designing a massive open online course (MOOC) to enhance students learning about the energy transition process and its connection to climate change in theory and complex dynamic systems. The course ‘Energy transition and climate change’ covers one of the United Nations’ ‘Sustainable development goals’ and is one of twelve MOOCs that will enable a comprehensive education in system thinking and its applications. It shows how system thinking methods and tools can be applied to tackle current and future energy and climate problems. The goal of the MOOC is to introduce users to the internal dynamics of modern energy systems and energy transition toward CO2-neutral energy systems. The target audience of the course is students who study Environmental Engineering, Energy, Systems, or similar program and anyone else interested in insights into the topic. The course builds on previous energy supply and demand models by updating and adapting them to the existing situation. MOOC is designed by the Competency-Based Education (CBE) approach, and a literature review is used in the study to cover theoretical parts of the course. Technology Readiness Level (TRL) methodology describes the main steps of the course model development progress, and testing of MOOCs pilot version on five students is included in the final stage of the study.
38
Lucy, Nkongho Diffang. "Challenges Faced by Teachers in the Implementation of Competency Based Approach in Secondary Schools in the Southwest Region of Cameroon." International Journal of Trend in Scientific Research and Development 3, no. 6 (2019): 322–31. https://doi.org/10.5281/zenodo.3587830.
Full textAbstract:
The purpose of this study is to find out the challenges faced by teachers in the process of implementing the Competency based approach in secondary schools in the Southwest region of Cameroon. The sequential exploratory survey research design was adopted for the study. Quantitative and qualitative data were collected using the questionnaire and interview guide. The sample size of the study consisted of 332 teachers, 18 principals and 10 regional pedagogic inspectors. The internal consistency of the participants' responses was satisfactory with a Cronbach alpha value 0.861. The quantitative data were analysed using the SPSS 21 while open ended questions were analysed thematically using themes grounding quotations. Findings revealed that teachers faced enormous challenges in the implementation of Competency Based Approach CBA . The most frequently mentioned challenges were inadequate teaching time, lack of didactic materials, large class size, lack of CBA text books, inadequate CBA skills for teachers, unclear CBA assessment techniques and lack of understanding of the CBA concept. Based on these findings, it was recommended that educational authorities should improve the teacher training programmes in order to provide pre service teachers with necessary skills for the implementation of competency based approach in schools. Regular trainings should be organized for in service teachers to enable them acquire up to date teaching skills as required by the changes introduced in the school curricula. Teachers are encouraged to be active participants in their own continuous professional development. All educational stakeholders should be involved in decisions regarding the adoption or introduction of any new curricula. The budget allocation to schools should be increased so as to provide adequate infrastructure and material resources needed for the implementation of CBA. Lucy Nkongho Diffang "Challenges Faced by Teachers in the Implementation of Competency Based Approach in Secondary Schools in the Southwest Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd28113.pdf
39
M, Ajitha, and Dr M. Vakkil. "Revolutionizing Education: Embracing the Future with Education 5.0." International Journal of Emerging Knowledge Studies 4, no. 2 (2025): 49–55. https://doi.org/10.70333/ijeks-04-02-s-011.
Full textAbstract:
Periyar UniversityEducation 5.0 represents a transformative, human-centered, sustainable, and technology-enhanced approach to learning, in alignment with Industry 5.0. This paradigm shift from Education 4.0 prioritizes personalized, digital-first environments aimed at addressing inequalities, outdated methodologies, and the need for holistic development. The core principles of Education 5.0 include a focus on human-centric learning, which nurtures individual growth, creativity, emotional intelligence, and problem-solving skills. The integration of advanced technologies such as artificial intelligence, augmented and virtual reality, blockchain, and the Internet of Things enhances the learning experience and modifies educational pathways to individual needs. Sustainability and ethical considerations are fundamental, with curricula incorporating climate awareness and responsible technology usage. Emerging educational models embrace hybrid and blended learning, combining traditional and digital classrooms through adaptive platforms. Competency-Based Education (CBE) prioritizes skill acquisition, which is recognized through digital badges and micro-credentials. Lifelong learning ecosystems facilitate continuous skill enhancement, supported by partnerships with industry stakeholders. The interconnectedness of global and local contexts is fostered through cross-cultural exchanges and region-specific curricula. To address challenges such as the digital divide, resistance to change, and data privacy concerns, targeted strategies are implemented. These include enhancing infrastructure, providing device subsidies, engaging stakeholders, piloting innovative educational models, and establishing ethical guidelines for data management. Looking ahead to 2050, Education 5.0 envisions a landscape of hyper-personalized learning, decentralized networks, and education as a means to confront global issues such as climate change and social inequality, empowering students to lead innovation and foster positive societal change.
40
Sedra, Malika, and Samir Bennani. "Competency Based Approach: Modeling and Implementation." International Journal of Emerging Technologies in Learning (iJET) 15, no. 02 (2020): 230. http://dx.doi.org/10.3991/ijet.v15i02.11295.
Full textAbstract:
The expansion of computer networks has at the same time given impetus to the distance learning environments. E-learning systems are also advanced and more efficient. However, these platforms offer such complex teaching functionalities that designers find themselves poorly equipped to succeed in their engineering processes. This article presents a tool that makes it easier for designers to produce educational content according to the Competency-Based Approach (CBA). We propose an implementation of the CBA after its modeling via ontology. Our module can be grafted to any author system oriented pedagogy based skills. We have advocated for Service for Oriented Architecture as a software solution to model our business process that consists of a set of interconnected services that are modeled and implemented. The proposed system is the result of a coordina-tion of, services, incorporating the order of competences explained by a distance education, which integrates and interacts according to an orchestration plan.
41
Ghezir, Selma, Zahra Naimie, Chin Hai Leng, Reihaneh Shagholi, and Rana Ahmed Abuzaid. "Review study: Competency-based approach implementation in educational system." New Trends and Issues Proceedings on Humanities and Social Sciences 8, no. 3 (2021): 21–29. http://dx.doi.org/10.18844/prosoc.v8i2.6156.
Full textAbstract:
The aim of this article is to review the experiences of educational systems of different countries on using a competency-based approach (CBA) in their secondary schools. The historical development of CBA and the roles of using this approach in teaching and learning are also reviewed. Consequently, 8,296 published scholarly papers, books, reports and documents between 1985 and 2017 were found in the English language. The 14 selected articles from 2012 to 2020 have been revised and categorised based on the year of publication, country, purpose, method of study, sample and findings. Results of this review paper indicated that CBA can be a great approach to improve the teaching and learning process if teachers could reduce the barriers of its implementation. Therefore, this study recommends helping teachers in this matter through training and providing all needed resources, and then examining the new situation by future studies. Keywords: Competency-based, implementation, review, secondary, school.
42
Ambei, Moses Chu, Isobert Nnam Kum, and Ruhama Faizefu Ambei. "The Competency Based Curriculum Implementation Appraisal from the Perspective of Teachers use of Resources." International Journal of Trend in Scientific Research and Development 2, no. 4 (2018): 2278–88. https://doi.org/10.31142/ijtsrd15646.
Full textAbstract:
Human development faces nowadays the challenges of knowledge society and requires a broadened educational approach sustained by the extension of the learning contexts. Competency Based Education and Training which is an approach to teaching and learning more often used in learning concrete skills than abstract learning has been identified as the best curriculum that will empower the global community with skilled and competent individuals. The Ministry of National Education in Cameroon introduced the Competency Based Teaching after the National Education Seminar held in Yaoundé in 2002 revealed an increase in the repetition rate of primary school children to the tune of 41 per an academic year which is far contrary to the expectations of the Jomtien Declaration of 2000. Since then the education family in the country has been investigating the best strategies amidst challenges in the implementation of the CBC. This study sought to appraise the implementation of the CBC from the perspective of teacher's use of resourcesThe study involved a descriptive analytic research design. A literature review surveys scholarly articles, books and other sources relevant to a particular issue, area of research, or theory, and by so doing, providing a description, summary, and critical evaluation of these works. From findings, it was realized that a majority of teachers are still to understand what the CBC is all about. It was realized that even for those who have a good knowledge of the CBC effective implementation is still a major challenge in most situations because of insufficient resources as well as lack of in depth knowledge on how to use these resources. It is therefore very imperative for educational stakeholders to brainstorm and ensure that teachers are well apt with knowledge on the effective implementation of the CBC as well as making all required resources available.It is only after this that we would be able to guarantee the effective implementation of the CBC as well as reaping the benefits thereof. Ambei Moses Chu | Kum Isobert Nnam | Ambei Ruhama Faizefu "The Competency Based Curriculum Implementation: Appraisal from the Perspective of Teachers use of Resources" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: https://www.ijtsrd.com/papers/ijtsrd15646.pdf
43
Ruth, Cheptoo. "The Role of Competency in Curbing Youth Unemployment: Competencybased Curriculum Approach." Shanlax International Journal of Education 8, no. 4 (2020): 33–37. http://dx.doi.org/10.34293/education.v8i4.3343.
Full textAbstract:
Educational reforms have been changing as each nation strives to improve its citizens through the implementation of a curriculum that provides acquisition of knowledge, skills, attitudes that will promote standard performance on the job. East Africa nations for a long time have implemented content-based curriculum which was criticized in preparing graduates who do not satisfy the employability trends, job market demands, and 21st-century skills on outsourcing skillful human power resource. Currently, many Africa nations have adopted a Competency-based curriculum as an education system to drive solutions to the attainment of the populace with the desired competency for job market performance. CBC emphasizes the achievement of competence among learners. This paper discussion has dwelled on aspects of CBC, the concept of competency, the role of the teacher in CBC to develop competency, and the importance of competency in the job market. The clear conclusion attests that education should emphasize the development of competence amonggraduates to curb unemployment in the Africa Nations.
44
Soumen, Ghosh, and Siva Sankar C. "Competency-Based Teacher Education in Gender and Inclusive Practices." Social Science Journal for Advanced Research 4, no. 5 (2024): 18–25. https://doi.org/10.5281/zenodo.13643389.
Full textAbstract:
The transition to inclusive education has led to a pedagogical shift, enabling teachers to develop the confidence and competencies needed to create an inclusive environment. The paper relies on the literature on Competency-Based Teacher Education (CBTE) and gender inclusion. The study showed that CBTE programs can prepare future teachers to create inclusive classrooms that respect and value gender diversity. This comprehensive approach addresses all students’ educational needs and promotes a more inclusive society. This comprehensive approach emphasizes mastery of competencies related to gender inclusivity and ensures that teacher educators are well-prepared to address the needs of all trainees by developing their all domains. Also, the competency-based approach caters diverse needs of trainees for their personal and professional endeavours and respects gender inclusion in its curriculum implementation. In the 21<sup>st</sup> century scenario, the upliftment of gender diversity is the concern of utmost priority by addressing both academic and non-academic fields of practice, and the competency-based program makes it possible by fostering all such essential approaches in the field of teacher education. This study identifies CBTE in gender and inclusive practices equipping trainees with the necessary skills, knowledge and attitudes to create inclusive classrooms that respect and celebrate gender diversity in Teacher Education Institutions (TEIs).
45
Zerouali, Salima, Lhoucine Amasdar, and Kaoutara EL omari. "Teaching practices based on the competency-based approach." Journal of Nursing, Education Sciences, and Medical Practice 1, no. 1 (2024): 7–12. https://doi.org/10.69998/jnesmp.v1i1.15.
Full textAbstract:
The competency-based approach is crucial in the teaching process. It requires not only a change in the curricula but also in the pedagogy and practices of the pedagogical actors. The objective of this work is to analyze teachers' practices to understand better the complexity of the role of the trainer and its impact on the problem of skill acquisition. This is a descriptive study with an analytical aim. The study population comprised permanent teachers from the Higher Institute of Nursing Professions and Health Techniques of Rabat. Data collection was done using a questionnaire. Numbers, relative frequencies, and averages were analyzed using the SPSS version 20 program. The study aims to analyze teaching practices to understand better their role in acquiring competencies according to the competency-based approach. The study's results showed that the average age of the study participants was 34±3.8 years, and almost half of them (48.29%) had a long teaching history. In their practice, half of teachers do not plan their lessons according to the CBA. A percentage of 43.10% of teachers say they link theory and practice to attain and integrate skills and specify that they diversify teaching and learning activities and methods. Complex situations are sometimes created by 34.48% and often by 22.41% of the participants. The negotiation and creation of projects are sometimes practiced by 37.93%. Also, 24.14% of respondents always consider the learners' previous knowledge when developing new learning. Only 34.48% of teachers ensure that information and communication technologies are always integrated into teaching and learning activities. The main difficulties reported by teachers in the practice of the competency-based approach were the absence of a competency-based curriculum, the lack of training on the competency-based approach, and the non-adoption of active pedagogy due to a lack of materials and logistical means (37.5% and 29.17%, respectively). The competency-based approach allows for developing and training health professionals. However, its implementation and success depend on establishing the conditions inherent in its application, and the Department of Health should act in this direction.
46
MKONG, BAFON Richard, and LOH YAH Emmanuel. "Teachers’ Perception Towards the Implementation of Competency Based Approach in Secondary Yaoundé Vi Sub Division." International Journal of Research and Innovation in Social Science VIII, no. III (2024): 2819–35. http://dx.doi.org/10.47772/ijriss.2024.803196.
Full textAbstract:
The general objective of this study is to teacher’s perception towards the implementation of Competency Based Approach (CBA) in some selected secondary schools in Yaoundé VI Sub Division. Specifically, the study sets out to assess teacher’s views, teacher’s readiness, factors influencing teacher’s decision to adopt CBA and challenges faced by teachers in implementing CBA in some selected secondary schools in Yaoundé VI Sub Division. It should be noted that despite the numerous workshop, seminars and pedagogic days exposed to teachers, teachers still find it very difficult to accept and implement competency based Approach. This is backed by the fact that some teachers some teachers still perceive CBA as a threat to their usual practices; others think that the introduction of CBA was hasty and abrupt; while some teachers do not completely understand what CBA is all about. This is seen in the planning and dispensation of lessons which are still very traditional (objective based approach) with little mastery of the problem situation and competences that are required to solve problems. This situation is further complicated by the fact that material and infrastructural and material resources needed to accompany the implementation of CBA are in most cases rudimentary and insufficient rudimentary. To put this study within its proper perspective, the following theories were used three theories and two models of evaluation, social constructivism, adult learning theory, and the quantitative and qualitative approaches were employed in data collection and data analysis. This was realized through the construction of a questionnaire (open and closed ended questions). The study data was analyzed using descriptive statistics and inferential statistics. For the descriptive statistic percentages and frequencies alongside measures of central tendency like the mean and mode were used. For inferential statistics the Pearson correlation analysis was used. The empirical analysis of the study was done using regression. The student test was used for testing the study hypothesis at 5% level of significance while the fisher test was used for testing the reliability of the overall model. From the regression results it was discovered that teacher’s view toward CBA and challenges faced by teacher have significant negative effects on the implementation of CBA in some selected secondary schools in Yaoundé VI Sub Division. The adjusted coefficient of determination of the regression model reveals 0.736 implying that 73.6% of changes in CBA implementation in some selected secondary schools in Yaoundé VI subdivision are explained by changes in teachers’ perception.
47
Hounhanou, Arlette Viviane. "The Competency-Based Approach: The Concept of Group in Benin EFL Teaching." Studies in English Language Teaching 5, no. 2 (2017): 161. http://dx.doi.org/10.22158/selt.v5n2p161.
Full textAbstract:
<p><em>The role of the teacher within the Competency-Based Approach (henceforth CBA) tradition is essentially to conduct his/her class as a group through his/her skills, to serve as a role model for the learner. In order to manage his/her learners, the teacher is expected to organize learners in groups. Given his/her incapacity to obtain young or budding leaders from each group, the teacher needs to select within each group a representative or/and a facilitator. Thus, the concept of group in this sense perceived by the majority of teachers does not correspond to the CBA as established by those who designed the program. An important rule of the CBA is that each teacher should realize his/her group. So the structure of the classroom realized by the teacher is expected to be modified by the teacher of Mathematics because the leaders in an English class are not necessarily the same as those in a Mathematics class. In addition, the idea that the teacher of English should obtain at least one leader for a group is not all the time maintained when it comes to having another teacher, say, a mathematics teacher in the same class. The goal of this article is to draw the teacher’s attention to the concept of group, to how sensible it is, and the major recommendation of this study is that the teacher should reconsider meaningful data and strategies while organizing his/her group in the classroom.</em><em></em></p>
48
Mirza, Chahrazed, Hossein Teymoori, and Hajder Mirza. "Teachers’ Perspectives on the Competency-Based Approach: Are We Ready for a New Educational Reform?" International Journal of Learning, Teaching and Educational Research 22, no. 9 (2023): 241–60. http://dx.doi.org/10.26803/ijlter.22.9.13.
Full textAbstract:
This study re-evaluated the competency-based approach (CBA) in Algerian schools, focusing on teachers' perspectives and attitudes towards this teaching methodology, initially implemented over eighteen years ago. Previous research suggested that the abrupt shift to CBA left many teachers needing help to grasp its core principles and deliver effective lessons. The study adopted an explanatory sequential mixed-method design. To assess the current situation, a questionnaire was distributed to 45 English language teachers across Algerian middle schools in diverse regions. The results indicated pervasive dissatisfaction with the CBA, with a preference for traditional teaching methodologies better suited to the Algerian educational context. Identified obstacles fell into six main categories: absence of clear competency performance criteria, lack of practical training, washback effect, heaviness of the curriculum and time constraints, overcrowding of classrooms, and scarcity of resources. Despite significant investment from the Ministry of Education in professional development seminars and in-service training, the desired outcomes for a better understanding and implementation of the CBA have yet to be achieved. Given the shortcomings of the current methodology, this study posited the need for a new and more strategic approach to reform.
49
Mary, Kalunde Mutua, and Samuel N. Waweru (PhD) Dr. "Teachers' Competence and its Influence on Effective Implementation of Competency Based Curriculum in Public Primary Schools in Machakos County, Kenya." International Journal of Social Science And Human Research 06, no. 05 (2023): 3027–33. https://doi.org/10.5281/zenodo.7970620.
Full textAbstract:
The government of Kenyan with an aim of enhancing the system of education standardreplaced the 8.4.4 with 2.6.3.3.3. This crucial change was deemed necessary globally since it ensures development of current job market knowledge-based skills. The study’s purpose was to carry out an investigation on teachers’ competence and its influence on effective implementation of Competency Based Curriculum (CBC). The objectives of the study are: Establishing the teachers’ competence based on; values, attitudes, knowledge and skills; to find out the extent of CBC implementation; establishing the constraints hindering CBC effective implementation and to find out the attitudes of teachers towards CBC. Curriculum Implementation Theory by Gross, (1971) was used. Descriptive survey design was applied, and it targeted 79 public primary schools, 941 TSC teachers, 79 deputy head teachers and 79 head teachers in Machakos County. Target population was 20% and it entailed a sample size of 16 schools, 16 head teachers, 16 deputy head teachers and 188 public primary school teachers selected through stratified random sampling. An interview schedule, questionnaire and an observation checklist acted as the data collection tools. Piloting of the instruments of research took place in three selected public primary schools mainly to ensure objectives coverage and clarity of content. Both quantitative and qualitative methods were applied in field data collection. Quantitative analysis of data in descriptive statistics used percentages and frequency counts. Qualitative data analysis used a thematic approach which focused on research objective through description guided by the given responses. Representation of the report for analysis used frequency tables, pie charts and bar graphs. The study findings indicated that the yearly teachers’ in-service training was adequate. Various constraints hindered effective implementation and they included lack of enough learning and teaching materials and high teacher-pupil ratio .Several recommendations were made to MOE, KICD and TSC which include: In-service training to aid in creation of positive attitude towards the curriculum for its effective implementation should be organized by MOE; the ministry should also aim at ensuring adequacy of teaching and learning resources in schools; the increased enrolment in public school require government provision in building the classrooms and more teachers need to be employed by TSC to cater for increased teacher-pupil ratio. This will aid in effective implementation Competency Based Curriculum in Kenya.
50
Ahmad Sa’adi and Rizal Ilhamsyah. "The Role Of Strategic Management In Competency-Based Curriculum Development." Journal of Education and Learning Sciences 4, no. 2 (2024): 111–19. https://doi.org/10.56404/jels.v4i2.119.
Full textAbstract:
This study explores the crucial role of strategic management in developing competency-based curricula (CBC) in educational institutions. CBC emphasizes students’ competency achievement, ensuring alignment with labor market demands and contemporary advancements. The integration of strategic management in curriculum development is essential in planning, executing, and evaluating educational programs to maintain their relevance to both student needs and national education standards. Utilizing a literature review method with a qualitative descriptive approach, this study examines how strategic management influences the design and implementation of CBC. The findings indicate that effective strategic management significantly enhances curriculum quality by considering various factors, including industrial demands, educational policies, and global learning trends. A well-managed competency-based curriculum ensures that students acquire the necessary skills and knowledge to thrive in a rapidly changing professional landscape. The study also highlights challenges in implementing CBC, such as the need for continuous curriculum updates, collaboration between educational institutions and industries, and the integration of digital learning tools. To overcome these challenges, institutions must adopt adaptive and data-driven management strategies. Regular assessments, stakeholder involvement, and the use of technology-driven insights can help optimize curriculum effectiveness and maintain its alignment with evolving industry needs. Strategic management serves as a key driver in the successful development and implementation of CBC. By embracing proactive planning and evaluation, educational institutions can create a dynamic and future-ready learning environment that equips students with the competencies required in the modern workforce