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Edfo 418 Comparative Education

The document discusses five benefits of competence-based curriculum: 1) Students learn for mastery at their own pace; 2) Resources are used more effectively; 3) It creates a more equitable learning environment; 4) It allows for more authentic learning and assessment; 5) Students have more autonomy over their learning. It then discusses six challenges to implementing competence-based curriculum in countries other than Kenya: 1) Achieving educational excellence; 2) Large class sizes hindering individualized learning; 3) Lack of infrastructure to support active learning; 4) Standardizing competency assessments; 5) Lack of broad understanding and recognition by employers; 6) Need for faculty development programs to train teachers in competence-based approaches.

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Samuel Njenga
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98 views4 pages

Edfo 418 Comparative Education

The document discusses five benefits of competence-based curriculum: 1) Students learn for mastery at their own pace; 2) Resources are used more effectively; 3) It creates a more equitable learning environment; 4) It allows for more authentic learning and assessment; 5) Students have more autonomy over their learning. It then discusses six challenges to implementing competence-based curriculum in countries other than Kenya: 1) Achieving educational excellence; 2) Large class sizes hindering individualized learning; 3) Lack of infrastructure to support active learning; 4) Standardizing competency assessments; 5) Lack of broad understanding and recognition by employers; 6) Need for faculty development programs to train teachers in competence-based approaches.

Uploaded by

Samuel Njenga
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Suggest five benefits of competence based curriculum across the world.

1. Students learn for mastery

Students gain mastery of skills before moving on to the next level. This allows students to
have complete understanding of the skills, enabling them to apply them in diverse contexts,
situations and other problems. Therefore, unlike in traditional teaching, it prevents the
problem of “skill gaps” where students face difficulties learning new skills that demand an
understanding of the previous one. Through authentic assessment, in competence based
curriculum, students demonstrate a mastery of skills by proving their ability to apply the new
skill in the real world.

2. Time and resources spent on learning and learning outcomes are more effective and
efficient

In competence based curriculum students have time to master skills at their own pace. While
some students may take time to master a new skill, others may learn that skill quickly and
may not need as much time given on that particular skill. If this isn’t taken into consideration
time may be wasted. As a result, in CBC, a teacher provide instruction in a way that caters for
individual learning needs allowing them to progress to the next level. Moreover, teachers
have time to prepare systems to support individual student needs that are effective and
efficient for both student and the teacher.

3. There is a more equitable learning environment

With competence based curriculum, a more equitable environment is enhanced. In traditional


teaching, teaching is done equally, every student is taught the same thing at the same pace,
despite of whether they understand or not. Therefore, some students may not be able to
access new skills due to lack of understanding of the previous ones. Similarly, other students
may get bored for not moving to the next level once they have a solid understanding of the
concept being taught. In competence based curriculum, however, students learn at their own
pace which creates a more harmonious environment. Plus, it helps to close the opportunity
gaps that exist in education by allowing students to master and build upon new skills, rather
than having less understanding and being unable to apply them independently.

4. There is more room for authentic learning and assessment

With competence based curriculum, teachers can use authentic assessment and task rather
than the traditional paper-and-pencil tests. Authentic way of assessment allows students to
demonstrate a deeper mastery of the concept, leading to a long-lasting learning. In addition,
students learn to use their creativity and critical learning in solving real life problems unlike
in traditional way of assessment. Students, moreover, gain a feeling of ownership of their
work especially if there is a choice in summative and formative assessment involved. Plus,
they are more engaging for students and more interesting for teachers to assess, too!

5. Students have autonomy over their learning

Competence based learning is child centred, which allows students to take leadership over
their own learning. Therefore, unlike traditional way of teaching where the teacher decides on
the pace of learning, in competence based curriculum students have transparency about the
skills they have and haven’t acquired yet, making them advocates for themselves on what
they need to work on. When students understand their strengths as well as weaknesses, they
are able to thrive in learning, regardless of age or level. Furthermore, when students have
control on what they are learning, they tend to always care more about what they are learning
and practicing than what is solely teacher directed. As a result, students become more
determined, focused, and productive allowing them to move to the next skills quickly
compared to traditional way of teaching.

A more autonomous classroom can also encourage student independence and resilience, as
children may be working on skills without as much teacher or peer support. With its
differentiation and natural tendency towards authentic assessment, equity-based approach,
and ability to foster student agency, competency based education is a natural way to instil
innate perseverance and love for learning in students as drivers of their own education.

Discuss five challenges of implementing the competence based curriculum in any


specified country other than Kenya ( Benin, South Africa, Ethiopia, Ghana, Morocco,
Rwanda and Senegal).

 Achieving excellence
A competency-based curriculum requires educational institutions to demonstrate an
uncompromising commitment to excellence. Some of the key concerns they face here
include-
 How to ensure that the rigor and quality of the curriculum-based programs remain
equitable across the board?

 How will the curriculum realize this goal of achieving excellence?

 How will the competency-based approach break the path of mediocrity and move beyond
the fate of other general education trends?

2. Large class size


Another key challenge in the implementation of a competency-based curriculum is the large
class size. A higher number of students in a classroom tends to affect student-instructor
interactions and can also prevent peer exchanges during discussions in the classroom.
Since every student learns differently, the instructor’s pace in a high-density class may work
for some students but not for others.
This greatly hinders implementation of competency-based curriculum and restricts educators
from applying learner-centric interactive teaching methods.
Limiting the class size can be beneficial for both students and educators, leading to improved
performance of learners as instructors will be able to assist students with learning difficulties
individually.
3. Infrastructure for learning
Since a competency-based curriculum involves a fundamental shift from passive to active
learning, the infrastructure needed for this model is very different. In order to implement a
competency-based curriculum, educational institutions require everything from modern
classrooms, creative centers, smart boards, laboratories, and the latest technologies at all
levels, as it can help students to actively participate in the learning process.
This essentially means that the administrators need to be fully convinced about the
advantages that their institutions accrue from implementing the new competency-based
learning model.
4. Assessment standardization
One of the challenges facing CBC in higher education is standardizing the mechanisms in
which competencies or skills are assessed. This is because, being a personalized learning
approach, CBC focuses largely on subject mastery, irrespective of the place, time, and
pathway to completion.
Below are some of the concerns that institutions struggle with in terms of assessment
implementation-
 How to measure each student for every performance outcome?

 How to identify opportunities for learners to demonstrate individualized subject mastery


without adhering to standardized performance outcomes?

 Who determines the student learning outcomes, and should they vary from institution to
institution?

5. Broad recognition and understanding 


Competency-based learning is a relatively new learning model. Students graduating through
this method of learning are sometimes greeted by skeptical employers who aren’t aware of
the model.
Additionally, many employers in the job market are rigid about hiring students passing from
traditional educational programs and who attain a certain grade.
6. Expanding competency-based programs for faculty development
Educators in many higher education institutions are ill-equipped to implement competency-
based curriculum unless they were a product of it themselves. This is the reason why building
their capacity is one of the essential prerequisites before implementing competency-based
learning.
Further, there is one of  the challenges facing CBC related to the instructor’s knowledge of
competency-based pedagogy. While some of them might understand competency-based
learning, a large number of them still struggle with the concept and lack the capacity
demanded by the competency-based system.
Some of the things that need to be addressed here include-
 Identifying the competencies needed based on the specific job profiles

 Performance expectations

 Measurement criteria in different relevant domains including communication and


analytical skills to design the learning experiences

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