Undergraduate Programs’ Competency Development Framework

Published in 2024 by the Federal Ministry of Education of Ethiopia

© MoE 2024

This publication is available in Open Access under the Attribution-Share Alike 3.0 IGO
(CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/).

MoE would like to thank all experts who involved in the development and review of
this framework for their valuable contributions towards this publication

Partner

UNESCO Liaison Office Ethiopia

Validation Event

EdTech Hub ET
 TABLE OF CONTENTS
1. Introduction .......................................................................................................... 3
2. Rationale .............................................................................................................. 5
3. Objectives ............................................................................................................. 6
3.1 General Objective ...................................................................................................................... 6
3.2 Specific Objectives ..................................................................................................................... 6
4. Scope and Application of the Framework ............................................................. 7
5. Significance of the Framework .............................................................................. 7
6. Conceptual Understanding of Academic Program Competency ........................... 8
7. Principles of Academic Program Competency Development ................................ 8
8. Components of Academic Program Competency ................................................ 10
9. Process and Steps in Academic Program Competency Development ................... 11
9.1. Engaging Stakeholders .................................................................................................................... 11
9.2. Consulting/Reviewing Relevant Documents.......................................................................... 13
9.3. Developing Academic Program Competencies ..................................................................... 14
9.4. Validating and Reviewing Competencies .............................................................................. 15
9.5. Evaluation and Continuous Improvement ............................................................................ 16
10. Key Areas of Competency-Based Assessment.......................................................16
10.1. Cognitive Skills ............................................................................................................................... 17
10.2. Practical Application ................................................................................................................. 17
10.3. Interpersonal and Intrapersonal Competencies .......................................................................... 17
11. Conclusions ........................................................................................................... 18
Annex: A Tool for Gathering, Organizing and Filtering Information on Competencies .... 19
References ......................................................................................................................20
 Undergraduate Programs’ Competency Development Framework

1. INTRODUCTION

Human development requires the essential knowledge, skills, and mindset in education. A
workforce in the 21st-century need to have trans-disciplinary skills and global knowledge which are
critical for implementing successful solutions to the current challenging and ever-changing world.
Achieving national strategies and sustainable development goals relies heavily on having an
equitably distributed competent workforce with the right mix of knowledge and skill sets. This
workforce is crucial for driving innovation, fostering sustainable practices, and tackling socio-
economic challenges. In such a case, Higher Education Institutions (HEIs) play a critical role in
aligning workforce attributes with national development goals and preparing well-
versed professionals to ensure a better and sustainable future.

Ethiopia is not different from other countries in terms of the remarkable roles that HEIs play in
producing various categories of workforce that contribute something to the betterment of the
country. Despite such a fact, Ethiopian higher education faces several challenges among which a
significant skill mismatch between graduates and job market demands, a lack of program relevance
to industry needs and societal challenges, reliance on traditional teaching methods that do not focus
on students’ competence, and a lack of standardization in competency development are the crucial
ones. To address these and other similar hurdles, the Ethiopian Ministry of Education in general
and the Higher Education wing in particular have endorsed various legal documents and launched
reform initiatives that have been aimed at ensuring the quality and relevance of higher education
with its motto ‘higher education for higher impacts.’

One of the legal documents aimed at transforming the higher education sector is the Ethiopian
Education and Training Policy which emphasizes the critical requirements for an outcome-based
education system. Similarly, the higher education proclamation declares that the process of
academic program curriculum design needs to be guided by appropriate competencies and learning
outcomes. The education roadmap also emphasizes the need to transform the higher education
system from conventional to outcome-based education (MoE, 2023).

In order to assure quality in Ethiopian Higher Education Institutions, it requires to establish an

internal quality assurance system and make periodic self-assessment. In addition, there is a need for
external
 Undergraduate Programs’ Competency Development Framework

quality audit to substantiate the results of internal self-assessment. In the Ethiopian case, the latter
mandate has been given to Education and Training Authority (ETA) (FDRE Education and
Training Authority, 2023).

Hence, Competency Development Framework for Ethiopian Higher Education Institutions’

Undergraduate Program is endorsed by the Ministry of Education so as to give some vital
highlight to stakeholders particularly for HEIs professionals on how to prepare standardized
academic program competencies. The framework will serve as a guide for developing
competencies in academic programs that are aligned with national development goals, global
standards, and industry needs.

In higher education, integrating competency frameworks can revolutionize the way we assess
student skills, design curricula, and plan for the future of learning. Understanding and
implementing these frameworks is not just an academic exercise; it’s a path towards preparing
students for a rapidly changing world. Competency frameworks define the knowledge, skills,
abilities, attitudes and characteristics required for effective performance in a given profession or
vocation. They depart from traditional educational models based solely on credit hours and
grades; they rather give great attention to what a student or graduate can do in the real world of
work. In the context of higher education, a competency framework is a systematic structure that
outlines desired learning outcomes in terms of skills, knowledge, and abilities. It’s a tool that
enhances a more precise, detailed understanding of what a successful graduate is expected to be
equipped with and ready to demonstrate. (https://akarisoftware.com/2024/04/17/competency-
frameworks-in-higher-education/).

The concept of skills-based learning is not new, but its integration into traditional academic
settings is a more recent development. Nowadays, its importance has been magnified due to the
need to better align academic programs with the changing demands of the job market and society
at large. Early efforts of applying competency frameworks in higher education often focused on
technical fields, such as nursing or engineering. Currently, however,, the approach is expanding to
all fields of study, reflecting the multidimensional nature of workforce readiness and personal
development (https://akarisoftware.com/2024/04/17/competency-frameworks-in-higher-
education/).

Generic (general) and core (technical) competencies are not an “either/or” proposition. Every
organization—and every graduate or employee—requires some combination of both generic and
core
 Undergraduate Programs’ Competency Development Framework

competencies in order to thrive. General competencies are a blend of knowledge, abilities,

motivations, and traits needed to perform a variety of tasks. Core competencies are specific to a
given industry and require constant training and reinforcement. Core competencies typically
refer to the knowledge and skills an organization deems necessary for employees to perform
their jobs (Steve Lieberman, 2021).

When adopting a competency-based model, higher education institutions should consider

several key principles to ensure its effective implementation. These principles guide the
development of programs and curricula that are both rigorous and flexible, enabling students to
succeed on multiple levels. The integration of competency frameworks paves the way for a
more student-focused and outcomes-based approach that can better prepare graduates for the
challenges of a rapidly changing job market and technological advancements. Curricula and
assessments should be regularly reviewed and updated to reflect industry trends, emerging
technologies, and new paradigms in education in order to equip university graduates with the
necessary knowledge, skills, attitudes and abilities that make them adaptable, competitive and
effective in the practical world of work (https://akarisoftware.com/2024/04/17/competency-
frameworks-in-higher-education/).

2 RATIONALE
The development of a competency-based higher education academic program is imperative due
to the following legal directions and practices.

• Alignment with the New Education and Training Policy (2023): The Current
Education and Training Policy signifies a paradigm shift in the education sector,
emphasizing the development of skills and competencies that are relevant to the 21st-
century job market. By aligning academic programs with the policy, it helps to ensure that
graduates are equipped with the necessary skills to succeed in a rapidly changing world
(MoE, 2023).

• Empowerment through Proclamation 1263: Proclamation 1263 grants the Ministry of

Education the authority to develop curriculum frameworks. This empowers MoE to
design curricula that are tailored to the specific needs of students and the nation. Focusing
on competency-based education helps to create programs that are more flexible,
adaptable, and responsive to the evolving demands of the job market.
 Undergraduate Programs’ Competency Development Framework

• Addressing the Limitations of Conventional Approaches: Conventional education models

often fall short by prioritizing theoretical knowledge over the practical skills, the latter being
more essential for success in the modern workplace. It is crucial to adopt a competency-based
approach to education that emphasizes practical skills that employers demand, such as
problem-solving, critical thinking, and effective communication. Additionally, promoting
student-centered learning empowers students to take charge of their education and progress at
their own pace, allowing them to take responsibility for their learning journey. Furthermore,
fostering lifelong learning equips students with the tools and knowledge they need to
continuously learn and adapt throughout their careers. Implementing a competency-based
approach ensures that higher education programs are not only relevant but also effective and
aligned with the evolving needs of both graduates and employers.

3 OBJECTIVES

3.1 General Objective

The general objective of Higher Education Competency Framework is to provide a roadmap that
guides the academic program competency identification for curriculum development process in
HEIs.

3.2 Specific Objectives

The specific objectives are to:

• provide a framework for undergraduate academic program competency development.

• ensure academic programs' competitiveness at national, regional, and international levels.

• create common understanding of academic program competencies among learners, faculty, and
other key stakeholders. align the academic program competencies
 Undergraduate Programs’ Competency Development Framework

• standardize academic program revision and course design that align with industry and
academic requirements.

4 SCOPE AND APPLICATION OF THE

FRAMEWORK

This framework has been prepared to develop core and generic competencies for undergraduate
academic programs that are offered by Ethiopian public, private, and non-governmental higher
education institutions. The competency framework applies to all undergraduate academic
programs implemented in Ethiopia.

5 Significance of the Framework

The Undergraduate Competencies Framework offers remarkable benefits for higher education
intuitions, students, graduates, employers and the wider society at large. The significance of the
framework is explained by the following points.

i. Competency framework lays the foundation for responsive, up-to-date and effective
curriculum development for HEIs;
ii. Competency framework defines the knowledge, abilities, attitudes, and characteristics
required for effective performance in a given profession or vocation;
iii. The framework is a systematic structure that outlines desired learning outcomes in terms
of knowledge, skills, abilities and attitudes;
iv. Competency framework is a tool that enhances a more precise and detailed understanding
of what a successful graduate has to demonstrate;
v. This framework gives more attention and importance to what a graduate can do than the
number of credit hours taken and the grades obtained, focusing more on the qualities that
ensure a graduate’s actual performance on the job and career success. and
vi. Competency framework encourages lifelong learning that goes beyond university campus
boundaries.
 Undergraduate Programs’ Competency Development Framework

6 CONCEPTUAL UNDERSTANDING OF
ACADEMIC PROGRAM COMPETENCY
The concept of competency-based learning is not new to the Ethiopian higher education system,
but its integration into conventional academic settings is a more recent development. It arises from
the need to better align academic programs with the changing demands of the labor market and the
broader societal needs. Early attempts at applying competency-based teaching-learning process in
the higher education system focused on technical fields. Nowadays, competency-based education
is expanding to all disciplines, reflecting the multidimensional nature of workforce readiness and
personal development.

Competency is a combination of knowledge, skills, and attitudes that enables graduates to perform
tasks effectively in real-world scenarios. Competency is integrative, demonstrating a student's
readiness to apply what they have learned in practice. It is often described as the learning outcomes
or the specific knowledge, skills, and attitudes students are expected to acquire upon completing
their studies in a particular academic program. Competency specifies the capability of graduates to
meet contemporary workforce requirements and lifelong learning. It is the capacity to select and
use appropriate knowledge, skills, and attitudes to perform a given task at the required level of
standards.

Competencies offer a more comprehensive and adaptable approach to academic programs by

emphasizing what learners can do upon graduation based on the courses they have taken. They
allow institutions to provide clear and measurable goals that help students understand their learning
pathways and can lead to more personalized and self-directed learning. Competencies also provide
the pedagogical roadmap for developing and measuring curricula that cultivate a broader and more
specialized range of skills in students.

7 PRINCIPLES OF ACADEMIC PROGRAM

COMPETENCY DEVELOPMENT

By adhering to the following key academic program principles, the development of competencies
can ensure that they are relevant, fair, and effective in guiding performance evaluation and
development.
 Undergraduate Programs’ Competency Development Framework

• Adaptability: Competency frameworks should be flexible enough to adapt to changes in

industry practices, technological advances, or evolving educational standards and required
knowledge, practice and abilities.

• Clarity: Academic program competency statements should clearly and exactly outline
what knowledge, skills, and attitudes are expected, and to avoid ambiguity.

• Comprehensiveness: Academic program competency frameworks should cover all

relevant dimensions of a role or profession, including technical skills, soft skills, ethical
standards, and problem-solving abilities.

• Consistency: Ensure that academic program competencies development should be

consistent in preparing and identifying knowledge, skills and attitudes to provide a uniform
standard.

• Evidence-Based: The preparation of competencies should be grounded in evidence,

including research, best practices, and expert opinions. This ensures that competencies are
valid and reflect real-world expectations.

• Feedback-Oriented: Academic program competencies should be constructed in a way

that supports feedback. This allows individuals to understand areas of improvement and
provides guidance on how to close competency gaps.

• Measurability: Academic program competency should be measurable so that it is

possible to assess whether someone has met the standards, which identified competency or
not.

• Relevance: Academic program competency should be aligned with the specific job
requirements, industry standards, or academic program objectives. It must reflect the actual
skills and abilities needed to perform tasks competently in a particular context.

• Scalability: Academic program competencies should allow for growth and development.
They should not only define current expectations but also outline potential for learning and
progression over time, it should prompt lifelong learning.

• Stakeholder Involvement: We need to engage relevant stakeholders in the

development, implementation or reviewing of competencies. Their input ensures that
competencies reflect real-world requirements and expectations.
 Undergraduate Programs’ Competency Development Framework

• Transparency: We need to ensure fairness in the implementation of competencies. Thus, all

stakeholders should have a common understanding of how competencies are defined
developed, implemented, assessed, and applied.

8 COMPONENTS OF ACADEMIC
PROGRAM COMPETENCY
Academic program competencies have their own components that define what learners should
know and be able to do upon completion of their study. Core and generic competencies are the
primary categories of academic program competencies.

Core competencies are broad statements that outline the essential knowledge, skills, and attitudes
within the specific subject area, focusing on main concepts rather than detail contents. Generic
competencies refer to what are known as graduate attributes and they include life-long learning
skills that allow individuals to function not only in disciplinary or subject domains but also in
general employment and social situations which are applicable to all professions.

Without prejudice to the subject-specific/core competencies, the Ethiopian higher education

academic program shall have the following generic competencies:

a) Analytical & Critical Thinking: Comprehensively explores issues, ideas, knowledge,

evidence, and values before accepting or formulating an opinion or conclusion. A core
academic skill helps students research and work on assignments. It's also a valuable skill in
the workplace.

b) Communication: A core skill that helps students communicate with friends, family, and
teachers. Public speaking is a useful skill in college, the workplace, and the community.
Intentionally engages with an audience to inform, persuade, or entertain.

c) Community Engagement: Develops a consciousness about one's potential contributions and

roles in the many communities one inhabits, in person and online, and takes action
accordingly to be competent in Active Citizenship and Community Engagement.

d) Digital Literacy: It leverages knowledge of information and communications technology

and media literacies, and utilizes the interpersonal skills necessary to succeed in a digital
space.
 Undergraduate Programs’ Competency Development Framework

a) Ethical Reasoning & Decision Making: These refer to recognizing ethical issues arising
in a variety of settings or social contexts, reflecting on the ethical concerns that pertain to the
issue at hand and choosing a course of action based on Ethical Reasoning and available
evidence.

b) Creativity and Innovation: It is the ability to generate creative ideas or artifacts. These are
interrelated vital 21st-century skills. They involve generating new, varied, and unique ideas,
making connections between previously unrelated ideas.

c) Problem Solving: It is the process of designing, evaluating, and implementing a workable

strategy to resolve a notable personal or societal challenge.

d) Self-development: demonstrate commitment to life-long learning, and pursue personal and

professional development through continuing learning thereby setting personal career goals.

e) Teamwork & Leadership: Builds and maintains collaborative relationships based on the
needs, abilities, and goals of each member of a group, being competent in Teamwork &
Leadership.

9 PROCESS AND STEPS IN ACADEMIC

PROGRAM COMPETENCY DEVELOPMENT

The development process of academic program competency is crucial for students as they prepare
for both academic success and future careers. By focusing on a holistic higher education academic
program competency that includes personal, academic, career-oriented, digital, and social
competencies, students can better navigate life's challenges and contribute positively to society.

Quality education depends on effective academic competencies, which are more than just
knowledge and skills; they involve capabilities to meet the multidimensional workforce readiness.
Therefore, the following systematic planning and actions are required to develop academic program
competencies.

9.1. Engaging Stakeholders

When developing competencies for a higher education academic program, involving relevant
stakeholders is crucial and it is the primary activity for competency development. These
stakeholders play essential roles in providing information and technical assistance for designing
 Undergraduate Programs’ Competency Development Framework

academic program competency framework. Their involvement ensures a holistic perspective and
increases the likelihood of program success. Each group brings unique insights and interests,
contributing to a well-rounded competency-based education program.

Key stakeholders are:

• Academic Staff: academic staff are at the heart of academic program development. They
provide subject matter expertise, design curriculum, and guide student learning. Their
insights ensure that competencies align with academic rigor and discipline-specific
requirements. Hence, it is necessary to engage academic staff early in the process of
competency development.
• Accrediting Bodies and External Reviewers: Accreditation ensures program quality.
External reviewers provide an objective perspective. Align competencies with accreditation
standards. External reviewers’ input is required during program competency development.
• Alumni: Alumni understand the program’s impact. Their experiences inform competency
design. Gathering information from alumni is important to learn from their successes and
challenges in updating competencies.
• Civic Organizations: Programs should serve the broader community. Community partners
can provide real-world context in a specific field of study. Collaboration with local
organizations may offer internships, service-learning opportunities, or guest lectures.
Therefore, their input is important in developing competencies.
• Employers and Industry Experts: Employers and industries need capable graduates of
higher education. Employers know what skills are in demand. Industry partners can identify
competency areas, provide internship opportunities, and offer insights on workplace
readiness.
• Policy Makers and Funding Agencies: Policy alignment and funding support are essential.
Competencies should align with national or regional priorities. Keep policy makers
informed. Seek grants or funding to develop and sustain the program.

Professional Associations: The role of the associations in competency development could be

setting standards, providing training, networking opportunities and representing
 Undergraduate Programs’ Competency Development Framework

• the interests of professionals. In essence, they ensure professionals remain skilled, ethical and
up-to-date.
• Students: Students are the immediate and long-term beneficiaries, hence, their input ensures
that competencies are relevant, meaningful, and aligned with their interests and needs. Student
feedback is needed during competency design. There is a need to consider the required number
of student representatives on committees and/or any other convenient method.

9.2 Consulting/Reviewing Relevant Documents

To develop competencies for an academic program, a variety of national and international sources
are essential. These resources ensure that the competencies are broad-based, comprehensive and
aligned with institutional goals, industry standards, and the needs of students and employers. The
key information sources for developing competencies framework are the following.

• Institutional Mission, Vision, and Strategic Plan: The purpose of exploring these essential
institutional documents is to ensure that program competencies align with the institution’s
broader educational objectives, values, and strategic directions. Institutional mission and vision
statements, strategic planning documents, and academic standards provide critical information
to competency development.
• Industry Standards and Professional Guidelines: It is imperative toestablish competencies
that reflect current industry requirements, professional standards, and expectations for graduates
in the academic program. Professional association guidelines or standards are also important
guiding documents.
• Job Market and Labor Trend Data: Identify in-demand skills and competencies that will
enhance graduates’ employability. Job market reports from concerned authorities need to be
assessed.
• Accreditation Standards and Guidelines: Ensure that competencies meet the requirements of
relevant accrediting bodies, which often include specific competency areas.
 Undergraduate Programs’ Competency Development Framework

• Competency Frameworks from similar Programs: the purpose of consulting competency

frameworks from peer institutions or similar programs is to use references to establish or
benchmark competencies.
• Learning Outcomes Assessment Data: It is necessary to use assessment data to identify
existing strengths and gaps in students’ skills, knowledge, and attitudes which can guide
competency development.
• Existing Program Review and Evaluation Reports: Identify areas where competencies may
need to be updated, enhanced, or integrated based on past evaluations. Program evaluation and
review reports, institutional research reports on program performance, graduation rates, and
employment outcomes can provide important information for competency design.

9.3 Developing Academic Program Competencies

Developing competencies for an academic program involves a systematic approach to ensure that the
desired knowledge, skills, and attitudes align with both academic goals and workforce expectations.
Here is a structured approach to writing the competencies:

➢ Information Gathering, Organizing and Analysis

o Gather, organize and analyze stakeholders’ feedback: Engage with a diverse group
of stakeholders, including faculty, students, alumni, employers, and industry experts to
gather the necessary information;

o Utilize Source Documents: Consult relevant national policies, industry standards, and
global trends to identify emerging skills and knowledge requirements;

o Develop an Appropriate Format: Create a structured format for collecting and

analyzing stakeholders feedback;

o Analyze Stakeholders Feedback: Carefully examine the collected data to identify

common themes, emerging trends, and specific competencies which leads to determine
the overall objectives of the academic program, and what knowledge, skills, and
attitudes that graduates should possess.

➢ Competency and Domain Identification

 Undergraduate Programs’ Competency Development Framework

Competency and domain identification is a crucial step in developing a comprehensive competency

of a program. It involves systematically identifying the knowledge, skills, and attitudes required for
successful performance in specific roles or field of study.

This process often begins with a thorough job analysis, where the key responsibilities and tasks of a
role are broken down into their constituent elements. By examining these elements, it is possible to
pinpoint the underlying competencies that enable graduates to carry out their duties effectively.

Competencies should be clear, specific, and aligned with learning objectives to guide the desired
outcomes effectively:

o Core Competencies: are the fundamental knowledge, skills and attitudes that are
essential for the discipline or profession.

o Generic Competencies: They comprise broader knowledge, skills and abilities that
are transferable across various contexts.

➢ Organizing competencies into themes

• Organize competencies into logical themes based on their relationship to the discipline or
profession. This helps us to improve clarity and coherence in the curriculum.

• The broad categories of learning domains that competencies are focused on.

• Can be used to organize and structure the competency core areas, as per identified themes.

• The process basically depends on the pre thematic competencies of the program in holistic
manner.

9.4 Validating and Reviewing Competencies

Validating the competencies of a higher education program is essential to ensure they are relevant,
achievable, and aligned with industry standards. Here are some effective steps to validate these
competencies:

Stakeholders Consultation: Engage with industry experts, employers, faculty, professional

association, and alumni to gather feedback on the competencies. Their insights can
 Undergraduate Programs’ Competency Development Framework

➢ Checking alignment: Compare the competencies with those of similar programs at other
institutions and the national and international frameworks. This helps to ensure that your
program meets or exceeds industry and academic standards.
➢ Validating the assessment methods: Ensure that the assessments used in the program
accurately measure the defined competencies. This can involve developing specific rubrics and
performance tasks that align with the competencies.
➢ External Validation: Seek validation from external accrediting bodies or professional
organizations. Their endorsement can add credibility to the program and ensure it meets high
standards

9.5 Evaluation and Continuous Improvement

• Feedback Mechanisms: Create channels for ongoing feedback from students, faculty, and
employers regarding the effectiveness of the competencies in preparing graduates for the
workforce. Adapt as Needed: Revise competencies periodically to reflect changes in industry
standards, technological advancements, and educational practices.

• Regular Assessment and Review: Establish a schedule for regularly reviewing and updating
competencies. Continuously evaluate the effectiveness of the competencies through program
reviews, alumni feedback, and employers surveys.

• Continuous Review and Improvement: Establish a process for regular review and updating
of the competencies based on feedback and changing industry needs. This ensures the program
remains up-to-date, relevant and effective.

10 KEY AREAS OF COMPETENCY-BASED

ASSESSMENT
Implementing a competency framework involves assessing a wide range of skills and knowledge that
go beyond the scope of traditional academic benchmarks. The key areas which need to be considered
when higher education institutions design a competency-based assessment system include cognitive
skills, practical application, as well as interpersonal and intrapersonal competencies
((https://akarisoftware.com/2024/04/17/competency-frameworks-in-higher-education/).
 Undergraduate Programs’ Competency Development Framework

10.1. Cognitive Skills

Competency frameworks must address the development of critical thinking, problem-solving, and
other high-order cognitive skills. This includes the ability to analyze complex issues, synthesize
information, and draw evidence-based conclusions. These skills are vital for both academic and
professional success.

Cognitive skills are the functions that the brain uses to think, pay attention, process information,
and remember things, constantly aiding our thought processes and memory retention. Some of these
functions include sustained attention, auditory processing, and short-term memory. Our brain
employs many cognitive skills at the same time to increase its overall performance
(https://www.coursera.org/articles/cognitive-skills).

10.2 Practical Application

Competency-based education also requires the demonstration of practical skills relevant to the
student’s field of study. These could include laboratory techniques, clinical procedures, or digital
literacy, depending on the specific program and its desired outcomes.

10.3. Interpersonal and Intrapersonal Competencies

In addition to domain-specific skills, competency frameworks often focus on interpersonal and
intrapersonal competencies. This encompasses skills in communication, teamwork,

Effective communication plays a major role in professional success. It shapes how we interact with
others, influences how easily we can collaborate, and is a key factor in advancing our careers. A
person’s natural communication style can be a defining factor in how strong or weak their
relationships are, both personally and professionally. But communication isn’t just about what you
say – it also involves how you process and respond to information from the world around you
(https://www.edstellar.com/blog/interpersonal-vs-intrapersonal-skills#:~:text=Interpersonal).

There are two crucial sets of skills that impact our interactions: interpersonal and intrapersonal skills.
While both contribute to how we connect with others, their influence in the workplace
 Undergraduate Programs’ Competency Development Framework

differs. Interpersonal skills allow us to navigate social interactions, build rapport, and collaborate
effectively with colleagues, while intrapersonal skills are deeply rooted in self-awareness, self-
regulation, and personal reflection. Together, these skills shape not only how we relate to others but
also how we understand and manage ourselves in various work environments
(https://www.edstellar.com/blog/interpersonal-vs-intrapersonal-skills#:~:text=Interpersonal).

11 CONCLUSIONS
Nowadays, national and international development strategies require the availability and active
engagement of multidimensional, versatile and flexible workforce that has been equipped with a
combination of up-to-date knowledge, skills, attitudes, abilities and interactions. These vital qualities
are consciously inculcated into the students of HEIs through availing the required human,
infrastructural, material and financial resources. Among the essential mechanisms through which
students of HEIs are educated, guided and trained to be competent, flexible, relevant and up-to-date
graduates who are readily absorbed by the 21st century labor market is the application of a well-
consulted and developed competencies framework. This type of workforce easily adapts to the
continuously evolving needs and requirements of employers at national and international levels, and
consequently makes remarkable contributions to finding solutions to the crucial challenges of the day
and achieving personal, institutional and societal development goals.

The key competencies that make up the holistically empowered graduates from 21st century
HEIs are generic or general competencies and core or technical competencies. Generic
competencies are a combination of multidimensional knowledge, skills, abilities, motivations,
and traits needed to perform a variety of activities and tasks in multiple contexts. Core
competencies are specific to a given industry or area of specialization, and they require constant
training and reinforcement in the chosen area of expertise. Core competencies typically refer to
the knowledge, skills and abilities that a company or an organization deems necessary for
employees to perform their jobs in acceptable manner, yielding the desired results and ensuring
job satisfaction. In general, the constantly learning, competent, flexible, up-to-date and versatile
professional of the day has to acquire and apply both types of competencies simultaneously as
they are inseparable qualities.
 Undergraduate Programs’ Competency Development Framework

Annex: A Tool for Gathering, Organizing and Filtering Information on Competencies

The following tool can be used for collecting, organizing and filtering competencies from stakeholders
discussion and document consultation.

Comp Competen Descrip Releva Skill Level Progra Rationale for Source/Ref Not
etency cy Name tion nce to (Basic/Intermediate/ m Inclusion/Excl erence es
ID Progra Advanced) Alignm usion
m ent
(Y/N)
1

Key:

 Competency ID: A unique identifier for tracking competencies.

 Competency Name: Name of the competency.

 Description: Detailed explanation of what the competency entails.

 Relevance to Program: Assesses how critical the competency is to the program

(High/Medium/Low).

 Skill Level: Specifies the level of expertise required for the competency.

 Program Alignment: Indicates if the competency aligns with program objectives (Yes/No).

 Rationale for Inclusion/Exclusion: Explains why a competency is included or excluded.

 Source/Reference: Where the competency information originated (e.g., stakeholders

feedback, job market analysis).
 Undergraduate Programs’ Competency Development Framework

REFERENCES
https://akarisoftware.com/2024/04/17/competency-frameworks-in-higher-
education/,Competency Frameworks in Higher Education, accessed on February 5, 2025

https://www.coursera.org/articles/cognitive-skills, Cognitive Skills: What They Are, Why

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