Competence – based learning

1. Competence – based learning A short introduction

2. Definition of competence • the ability to do something well : the quality or state of being competent ( in Merriam Webster dictionary) • Competence is the state of being adequately or well qualified… a specific range of knowledge, skills and values • the ability to use and apply knowledge and skills in order to perform to the standards required in employment (in Competence Based Standards, Training and Learning, by Bob Mansfield & Lars-GöranAndersson, 2004)

3. Definition of Competence-based education UNESCO definition: Education deriving from the specification, learning and demonstration of knowledge, skills, behaviour and attitudes required for a given role, profession or career

4. Competence – based standards • The concept of competence based standards aims to reverse the traditional educational model, which is based on “inputs” (the curriculum) and traditional educational practice which emulates academic education. A traditional curriculum defines what a teacher should teach. • The change to the competence approach moves the focus to a curriculum that defines what the student needs to learn to perform to the standards required in employment or self-employment.

5. The 3 specifications of the competence standard • All competence based standards consist of three specifications which answer 3 questions: Question 1: • What does the student need to be able to do in employment?Leading to The employment specification:Labour market analysis and the occupational standard Question 2: • What does the student need to learn to be effective in employment? Leading to the learning specification:The qualification standard / the curriculum Question 3: • How will we know what the student has learned and is able to do in employment? Leading to the assessment specification

6. The employment specification (soft skill example)

7. The learning specification (soft skill example)

8. Learning specification – module level

9. Learning outcomes & performance criteria Specification of the forms and quantity of evidence required Performance evidence (e.g. observation, tests, simulations….) Knowledge evidence (e.g. written exams, oral questioning, projects….) The Assessment specification

10. The learning outcomes • Blooms taxonomy

11. Learning outcomes • 1. Knowledge: • Remembering information, define, identify, label, list, memorize, match, order, recognize, relate, recall, repeat, reproduce state; • 2. Comprehension: • Explaining the meaning of information , classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, and translate; • 3. Application: • Apply, choose, demonstrate, and using abstracts in concrete situation dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, and write • 4. Analysis: • Analyze, appraise, calculate, breaking down a whole into categorize, compare, contrast, component paths criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. • 5. Synthesis: • Arrange, assemble, collect, compose, and putting parts together construct, create, design, and develop, to form a new and an integrated whole formulate, manage, organize, plan, prepare, propose, set up, and write • 6. Evaluation • Appraise, argue, assess, attach, making judgment about choose compare, defend estimate, the merits of ideas, materials or judge, predict, rate, core, select, phenomena support, value, evaluate.