Competence Based Curriculum

Competence-based education (CBE) has become a central topic in transnational education policy. The approach has been applied at various education levels around the world, and it has been promoted by various international actors, such as the Organisation for Economic Co-operation and Development (OECD) and the European Union (EU). During the latest curriculum reform, the Finnish education system took a step towards CBE as new transversal competences were introduced into the national level core curricula (Uljens & Rajakaltio, 2017). Even though CBE has been studied widely, there is a need for contextual understanding (Nordin & Sundberg, 2016; Weninger, 2017b). In this dissertation, I focus on the contextualisation of CBE within the Finnish curricular framework of basic education. The results provide conceptual tools to understand, develop and implement a competencebased curriculum.

This dissertation is constructed on two interrelated levels following the inductive logic of grounded theory research. Firstly, on a more specific—micro—level, I focus on the individual concept of multiliteracy to understand how it is contextualised in curricular contextualisation of the CBE. Based on these research topics, I locate this dissertation to cross the following three areas of educational research: 1) on the micro level, the results offer new contextual knowledge about multiliteracy for literacy studies (Kulju et al., 2018; Mills, 2010; Zhang et al., 2019); on the macro level, the results provide new knowledge 2) in the field of curriculum studies, addressing curricular contextualisation in particular (Fernandes et al., 2013; Leite et al., 2020) and 3) in the field of education studies, focusing CBE (Priestley & Sinnema, 2014; Sinnema & Aitken, 2013; Voogt & Erstad, 2018).

This dissertation consists of three published peer-reviewed research articles and an integrative chapter synthesising the dissertation. The curricular contextualisation of CBE is studied in this research using the method of qualitative content analysis. The broader methodological framework is oriented from qualitative grounded theory research. The research data consist of international peer-reviewed research articles collected in 2015 (n=14) and Finnish local curricula collected in 2017 (n=219) and in 2019 (n=220). The first sub-study (Palsa & Ruokamo, 2015) focused on the relationship between the conceptualisations of the concept of multiliteracy in the Finnish core curriculum and the international research discussion. The second sub-study (Palsa & Mertala, 2019) addressed the contextualisations of the concept of multiliteracy within the Finnish local curricula for basic education. The third sub-study (Palsa & Mertala, 2020) focused further on the contextualisation of multiliteracy in the specific disciplinary settings of social studies and mathematics in the lower secondary education.

On the micro level, the findings clarify the relationship between the conceptualisations of multiliteracy between the national level core curriculum and the international research discussion. In addition, the research provides new contextual knowledge about how multiliteracy is contextualised in the local curriculum in general and in the disciplinary settings of social studies and mathematics on the levels of rationale (the ‘why?’), definition (the ‘what?’), and practice (the ‘how?’).

On the macro level I introduce new theoretical concepts—conceptual contextualisation and disciplinary contextualisation—and a theory, which helps in understanding the different dimensions of the conceptual contextualisation of CBE. The research findings support education through the development and implementation of the curriculum.

In deze bijdrage wordt ingegaan op het beroepsonderwijs als werkterrein. Er worden enkele kengetallen gepresenteerd die de omvang van deze onderwijssector aanduiden, daarmee verwijzend naar het relatieve belang van deze sector. Vervolgens wordt ingegaan op de oorsprong van het competentiedenken: welke factoren spelen een rol bij de sterk gegroeide populariteit van dit concept? Daarna wordt stilgestaan bij de definitie van het competentiebegrip; geconstateerd wordt dat het competentiebegrip door velen verschillend wordt gedefinieerd. Gesteld wordt dat slechts uit de analyse van de feitelijke operationele uitwerking van het competentiegericht onderwijs kan worden opgemaakt wat het concept nu eigenlijk inhoudt en in welke zin het verschilt van andere onderwijsconcepten. Vervolgens wordt ingegaan op de verschillende toepassingsgebieden van het competentiedenken en op de functies van het
competentiedenken. Dan wordt stilgestaan bij het competentiemanagement in het onderwijs, waarbij wordt gesteld dat de processen van competentieontwikkeling van leraren in principe niet verschillen van die van leerlingen en studenten; de context waarbinnen die processen zicht afspelen, arbeid en leren, zijn tot op zekere hoogte verschillend, maar ook in zekere zin gelijkvormig, omdat de huidige werkomgeving ook in hoge mate een leeromgeving is. Competentiemanagement is van groot belang vanuit de reciprociteitsthese binnen het leven lang leren; deze these houdt in dat de relatie tussen onderwijsgevenden en -deelnemers wederkerig moet zijn: leraren dienen zich te ontwikkelen, evenals hun leerlingen en studenten. Met andere woorden: competentiegericht onderwijs vraagt competentiegericht personeelsmanagement.
Tot slot wordt aan het eind van deze bijdrage een aantal conclusies geformuleerd. Daarbij wordt ook stilgestaan bij de problemen die gepaard gaan met dit onderwijsconcept.

Resumen
¿Por qué privilegiar una entrada por las situaciones de vida tanto en la redacción de los programas de estudio como en la pedagogía? ¿Será para transmitir mejor los saberes disciplinares, contextualizándolos en las situaciones de vida ordinaria de los alumnos, lo que les permite dar sentido a lo que aprenden; o será para hacer de la experiencia de vida de los alumnos el punto de inicio de las situaciones de enseñanza/aprendizaje? En este texto, se presentan los argumentos en favor de la segunda hipótesis. La experiencia en acción —la experiencia que yo realizo en contraste con la que yo sufro— es el motor del desarrollo de una persona y de todas sus dimensiones. Todo aquello que se ha aprendido se conserva en y por esta experiencia. Todo aquello que tiene que aprender depende de esta experiencia. Toda nueva posibilidad de acción, todo nuevo recurso (cognitivo, conativo, corporal u otro) viene a intensificar la experiencia y le otorga un poder ampliado de hacer malabares con las situaciones y los contextos (acción ingeniosa). Esta experiencia también se amplía por la contribución de los recursos externos (materiales o sociales). Para una persona, ningún contexto, ningún saber, ninguna tarea, ningún problema, ningún aprendizaje… en fin, ninguna situación puede tomar sentido fuera de su experiencia en acción. En educación, un enfoque que se dice situado no puede más que basarse en la experiencia en acción de la persona.
Résumé
Pourquoi privilégier une entrée par les situations de vie, dans la rédaction des programmes d’études aussi bien que dans la pédagogie? Pour mieux transmettre des savoirs disciplinaires en les contextualisant dans les situations de la vie courante des apprenants, ce qui permet à ces derniers de donner du sens à ce qu’ils apprennent? Ou pour faire de l’expérience de la vie des apprenants le point de départ des situations d’enseignement/ apprentissage? Dans ce premier chapitre, nous présentons des arguments en faveur de la seconde hypothèse. L’expérience en action – l’expérience que je fais par contraste avec celle que je subis – est le moteur du développement d’une personne et de toutes ses dimensions. Tout ce qui est appris se conserve dans et par cette expérience. Tout ce qui est à apprendre dépend de cette expérience. Toute nouvelle possibilité d’action, toute nouvelle ressource (cognitive, conative, corporelle ou autre) vient épaissir l’expérience et octroie à l’apprenant un pouvoir élargi de jongler avec des situations et des contextes. Cette expérience s’élargit aussi par la contribution des ressources extérieures (matérielles ou sociales). Pour une personne, aucune situation, aucun contexte, aucun savoir, aucune tâche, aucun problème, aucun apprentissage… ne peut prendre sens en dehors de son expérience en action. En éducation, une approche dite située ne peut que se fonder sur l’expérience en action de la personne.

The transition economies of today are striving to generate human resource in order to support the requirements of industrialization and developments. The governments of developing economies have essentially dedicated policies for capacity building to develop skilled labor in fashion and textile sectors. As we stream ahead in this development it becomes necessary to analyze if the design curriculum could support the need of generating skilled labor from existing education systems. This study aims to provide the students, academic organizations , teachers , industry and the stakeholders a very precise understanding on what subjects are taught in the courses and what importance do they serve finally. Further on, the aim of the work is to justify the rationality of the formation of general socio-cultural competence in the process of fashion education in studying the processes in developing economies. The analysis of curriculum is based on Competency-Based Education model which exhibits the credibility in various competence areas that are required to support the growth of developing economies and the individual in a multi-dimensional way. The curriculum are selected and studied from the two government universities in Ethiopia and Ukraine.

QUESTION 1. Based on competence based curriculum for English (CBC), explain why we need competence based curriculum in English CBLT: Competence Based Language Teaching and Learning. From http://www.edglossary.org, competence based curriculum refers to system of instruction, assessment grading and academic reporting that are based on students demonstrating that they have learned the knowledge and skills they are expected to learn as they progress through their education. This is an approach use appropriate combination of knowledge, skills, and attitude in order to teach language successfully. Also competence based curriculum means the acquisition of knowledge psychomotor, communication and decision making skills and attitude to enable the performance of action and specific task to a defined level of proficiency. This approach emphasis on the language outcomes of learners. The outcomes of learning are more important than teaching and learning process. According to the above explanation of CBLT, here below are some main reasons why we need competence based curriculum in English.

English language learning and teaching, as any educational process, is penetrated by several
dynamic concepts which are in a state of constant flux, dialogue, tension, and
complementarity. One of such concepts is that of authenticity, the main theme of the 42nd
FAAPI Conference and the contributions included here.
It is not within the scope of this introduction to provide a definition of authenticity
because, even though definitions are necessary, it would be reductive to do so. Instead, we
attempt here to indicate some roads which the concept invites us to explore in relation to our
professional practices inscribed in larger situated contexts.

Pada makalah ini penyusun mengkaji lebih dalam mengenai standar pendidikan yang menjadi landasan  kurikulum berbasis kompetensi pada pendidikan menengah. Selain itu, penyusun juga memaparkan mengenai implementasi kurikulum berbasis kompetensi ini di sebuah sekolah menengah atas di Kota Bandung. Hal ini bertujuan agar penyusun makalah bisa lebih detail dan mendeskripsikan kurikulum berbasis kompetensi di Indonesia serta penerapannya langsung di lapangan. Adapun sekolah yang dipilih adalah Sekolah Menengah Atas Laboratorium Percontohan UPI. Penyusun memilih sekolah ini karena sekolah yang berada dalam komplek Universitas Pendidikan Indonesia ini yang merupakan laboratorium percontohan. Selain itu, sekolah ini  memiliki kurikulum tingkat satuan pendidikan yang sedikit berbeda dibanding dengan sekolah negeri pada umumnya, sehingga penyusun merasa perlu untuk mengobservasi penerapan kurikulum berbasis kompetensi serta menganalisis perbedaan yang ada.

Taking  the  Ethiopian  public  higher  education  as  a  case  in  point,  this  paper  examined  the
influence of the Bologna Process on African higher education. It showed how the goals of the
Process have been reflected on the current reforms undergoing in Ethiopian higher education.
In  doing  so,  relevant  policy  documents  and  national  guidelines  were  reviewed  taking  the
Bologna elements as  a framework  for discussion. Developments of partnership between the
African and European Unions in higher education were also examined to see the influence of
the  Process  at  continental  level  in  the  foreseeable  future.  Though  the  process  might  have
influence in other aspects of Ethiopian higher education, emphasis was given in this paper to
elements  reflected  in  academic  curricula  and  teaching  learning  process.  In  this  regard,
elements  such  as  modularization,  European  Credit  Transfer  and  Accumulation  System
(ECTS), Competence Based Education (CBE), flexibility of learning and recognition of prior
learning were identified. Opportunities and challenges of implementing the spillover effects
of the Process were also discussed.

El libro se propone como un espacio de análisis, construcción académica e investigación interdisciplinaria; en él se busca un cambio en el discurso y el paradigma en la educación superior actual. Se trata de pasar de una orientación de contenidos que se pregunta ¿qué temas o conceptos enseñar? a otra en la que la pregunta es ¿qué conocimientos, procedimientos y actitudes hay que adquirir?, que constituye un intento de girar hacia un enfoque orientado a los aprendizajes.

The present paper aims at emphasizing the effects of considering the competence, as the main curriculum organizer in curriculum development, bringing into discussion the curricular architecture that should define this new approach. The methodology of research focuses on a theoretical innovative approach on the ways the rational design model meets the challenges of the competence based curriculum (CBC) design process, the research presenting several contributions to the theoretical and practical development of the field. There are analyzed the different models of defining the competence and there are proposed innovative perspectives on the way that the concept of competence must be addressed as well as the possible implications on the curriculum theory and practice.

In the context of the Bologna process, the competence-based approach has gained importance in higher education and a need of a competency orientation has been formulated (cf. Schaeper 2009). Competence-based education can be characterised as learner-centred and oriented to the professional practice (cf. Kouwenhoven 2009, 2010). Thus, an advantage of a competence-based curriculum in higher education is that students can develop domain-specific as well as generic competencies which enable them to cope with crucial challenges in the private and the professional sphere. Competence-based education is expected to improve employability and citizenship skills of the students and in this sense can also be understood as a contribution to quality enhancement (cf. Bologna Declaration; Schaper et al. 2012a; Schaper et al. 2012b; Rieckmann 2012).

At the University of Vechta, Germany, the project InVECTra – “Strengthening the integration and transmission of competence development in teaching and learning at the University of Vechta” (2011-2016) aims at promoting a competence orientation in all teaching and learning processes at the University of Vechta and hence at a competence-based (further) development of curricula including the approaches for teaching, learning and assessment.

To gain insights into the conditions of a successful implementation of a competence orientation in higher education and its contributions to quality enhancement, guided interviews with 18 professors and lecturers from twelve departments were carried out at the University of Vechta between January and March 2015. The interviewees were asked, for instance, what they understand by competency-based higher education and which teaching-learning forms and conditions can facilitate competence development in higher education. The interviews were audio-recorded and transcribed. The data analysis was performed with the MaxQDA program.

The results show that the majority of the professors and lecturers have already developed and implemented a variety of approaches of competency-based teaching and examination. However, they also identify barriers such as large groups of students and unsuitable classrooms. The competence orientation in higher education is seen by most respondents as beneficial for their own teaching. Based on the data, contributions of competence-based education to the quality enhancement of higher education can been identified, such as a better and more explicit definition and communication of the intended learning outcomes, more interactive and student-centred teaching-learning approaches and methods as well as a better alignment between the learning process and the examination methods.

Laporan artikel tentang sebuah artikel berjudul “Competency‑based curriculum development in the informal sector: The case of sewing skills training in rural South India” yang ditulis oleh Muthuveeran Ramasamy dan· Matthias Pilz yang diterbitkan dalam jurnal UNESCO Institute for Lifelong Learning and Springer Nature B.V. 2019.

This paper explores the question how to approach thinking about curriculum construction for European engineering schools in the age of sustainable development. We present a theoretical argument that curriculum thinkers need to broaden their focus from the “restricted competences” paradigm (RCP) in curriculum thinking to consider how to make curricula within a diversifying competences paradigm (DCP). We claim that the best response to the challenge of sustainability is to produce more skill-diversity among engineers while simultaneously training engineers to make the most of this diversity. We support this claim with two arguments. First, we explore the problem-solving power of diversely skilled collectives, suggesting that this increases relative to homogenous collectives when confronting complex problems. Then we show that sustainable development is not only a complex problem, but an extremely complex or wicked problem. Based on these two conclusions, we propose a mixed-medium curr...

Competence-based education is a widely implemented educational approach, but more research is needed into the relationship between transversal competences and individual disciplines. In this article, we present the results of a study focusing on how the transversal competence of multiliteracy is contextually defined in Finnish local curricula in the disciplines of mathematics and social studies. The article offers new insights into the discussion between content- and competence-based educations by introducing the concept of disciplinary contextualisation. Based on the qualitatively analysed data, four different types of disciplinary contextualisation are presented and further discussed. The study also engages with the discussion in the field of multiliteracy by offering insights into the ways in which multiliteracy is rationalised, defined, and developed in the analysed disciplines. Multiliteracy contextualisations share features, but also differences, between the disciplines, illustrating the importance of taking into account the disciplinary perspective when discussing the development of competences in basic education.

Design/methodology/approach The aim of this paper is to consider the implications of diversity, the complexity of sustainable development as a problem, and what this means for thinking about competence-based approaches to engineering curricula. The paper uses an interdisciplinary theory-based approach that employs models and concepts drawn from complexity theory, work done on the implications of diversity for problem solving, and notions borrowed from media studies. Purpose The purpose of this paper is to encourage curriculum scholars interested in engineering education to think differently about the implications of diversity for sustainable development. The paper aims to stimulate future work within the Diversifying Competences Paradigm (DCP) of curriculum development, and to provide an accessible introduction to such work. Findings This paper puts forward the conclusion that the best way for engineering schools to contribute to meet the challenge of sustainable development is for ...

Design/methodology/approach
The aim of this paper is to consider the implications of diversity, the complexity of sustainable development as a problem, and what this means for thinking about competence-based approaches to engineering curricula. The paper uses an interdisciplinary theory-based approach that employs models and concepts drawn from complexity theory, work done on the implications of diversity for problem solving, and notions borrowed from media studies.
Purpose
The purpose of this paper is to encourage curriculum scholars interested in engineering education to think differently about the implications of diversity for sustainable development. The paper aims to stimulate future work within the Diversifying Competences Paradigm (DCP) of curriculum development, and to provide an accessible introduction to such work.
Findings
This paper puts forward the conclusion that the best way for engineering schools to contribute to meet the challenge of sustainable development is for them to intentionally foster competence diversity among their graduates, and that the best way for them to do this is to develop innovative curricular architectures—multi-media curricula--which permit the development of greater competence diversity via the inclusion of multiple complementary pedagogical approaches (teacher-based, project-based, and internet-based).
Research Limitations/Implications
One of the limits of this piece is that its conclusions remain theoretical. The aim of publishing this piece, on the other hand, is to encourage further studies and pedagogical innovations that would lead to the empirical validation of our conclusions-- and of course to greater sustainability.
Practical Implications
Engineering curricula constructed according to the model proposed in this paper would be both significantly different from contemporary institutions, and significantly more adequate to helping accomplish the massive task of harnessing the power of engineering towards the task of fostering sustainable development.
Social Implications
It goes without saying that one of the major aims of any paper submitted to this forum is creating environmental sustainability. One additional, and interesting, implication of this paper is that it also offers ways of thinking about the role played by cultural diversity within this larger project.
Originality/Value
This paper is original insofar as it proposes a new and innovative paradigm for thinking about competence-based sustainable development education for engineering. This paradigm-- the Diversifying Competences Paradigm (DCP)-- should be of interest to, and applicable within, in other educational contexts, and would bring about significant reforms if it were to replace the currently hegemonic Restricted Competences Paradigm (RCP).

ABSTRACT Despite the belief that schools tend to be resistant to change, it is possible to find secondary schools in the UK which are investing in the design of an innovative curriculum for their Year 7 (11-year-old students). This article focuses on four of these schools and discusses some of the challenges they face in planning and implementing their competence-based curricula (CBC). Such curricula tend to be based on the rationale that they better prepare all students for the constant changes of human knowledge and understanding. They develop transferable skills rather than subject-specific content, which are considered necessary requirements for learners as future productive members of society in the twenty-first century. Advocates of CBC argue that such curricula are more inclusive and emancipatory than traditional curricula, although this view is contested. Employing Bernstein's concepts of framing and classification of the curriculum, this article describes the challenges and constraints encountered by four schools which have endeavoured to develop a competence-based curriculum.

In deze bijdrage wordt ingegaan op het beroepsonderwijs als werkterrein. Er worden enkele kengetallen gepresenteerd die de omvang van deze onderwijssector aanduiden, daarmee verwijzend naar het relatieve belang van deze sector. Vervolgens wordt ingegaan op de oorsprong van het competentiedenken: welke factoren spelen een rol bij de sterk gegroeide populariteit van dit concept? Daarna wordt stilgestaan bij de definitie van het competentiebegrip; geconstateerd wordt dat het competentiebegrip door velen verschillend wordt gedefinieerd. Gesteld wordt dat slechts uit de analyse van de feitelijke operationele uitwerking van het competentiegericht onderwijs kan worden opgemaakt wat het concept nu eigenlijk inhoudt en in welke zin het verschilt van andere onderwijsconcepten. Vervolgens wordt ingegaan op de verschillende toepassingsgebieden van het competentiedenken en op de functies van het competentiedenken. Dan wordt stilgestaan bij het competentiemanagement in het onderwijs, waarbij wordt gesteld dat de processen van competentieontwikkeling van leraren in principe niet verschillen van die van leerlingen en studenten; de context waarbinnen die processen zicht afspelen, arbeid en leren, zijn tot op zekere hoogte verschillend, maar ook in zekere zin gelijkvormig, omdat de huidige werkomgeving ook in hoge mate een leeromgeving is. Competentiemanagement is van groot belang vanuit de reciprociteitsthese binnen het leven lang leren; deze these houdt in dat de relatie tussen onderwijsgevenden en -deelnemers wederkerig moet zijn: leraren dienen zich te ontwikkelen, evenals hun leerlingen en studenten. Met andere woorden: competentiegericht onderwijs vraagt competentiegericht personeelsmanagement. Tot slot wordt aan het eind van deze bijdrage een aantal conclusies geformuleerd. Daarbij wordt ook stilgestaan bij de problemen die gepaard gaan met dit onderwijsconcept.

Despite the belief that schools tend to be resistant to change, it is possible to find secondary schools in the UK which are investing in the design of an innovative curriculum for their Year 7 (11-year-old students). This article focuses on four of these schools and discusses some of the challenges they face in planning and implementing their competence-based curricula (CBC). Such curricula tend to be based on the rationale that they better prepare all students for the constant changes of human knowledge and understanding. They develop transferable skills rather than subject-specific content, which are considered necessary requirements for learners as future productive members of society in the twenty-first century. Advocates of CBC argue that such curricula are more inclusive and emancipatory than traditional curricula, although this view is contested. Employing Bernstein's concepts of framing and classification of the curriculum, this article describes the challenges and constraints encountered by four schools which have endeavoured to develop a competence-based curriculum.

"Une compétence en action respire l’air ambiant de la situation en cours, autrement elle ne serait qu’un pouvoir en attente de trouver un terrain pour agir. Le terrain de la compétence en action c’est la personne en situation et tout ce que comporte cette situation. De ce point de vue, les compétences n'opèrent pas strictement dans la tête, elles  s'intègrent dans la dynamique du PAS (personne en action et en situation).

Il est possible de lire ce chapitre en consultant Google books. "