Module Summary - The Competency Based Education and Training System

1. Examine the Competency Based Education and Training Systems

Competency Based Education and Training (CBET) is relevant within the context of technical vocational education and training. According to Anderson and Woodhill (1999) CBET addresses specific competencies, or tasks outcomes, that must be performed. It emphasizes workplace requirements and links the knowledge of a subject to the demonstration of a skill that is aligned to a job requirement. At the heart of competency based education and training is the importance of demonstrating competencies that are aligned to occupational fields.

The National Qualification Framework of Jamaica (NQF- J) lists eight levels of competencies. These are:

The Competency Based Education and Training Philosophy is drives the development and delivery of programmes at the HEART Trust NTA. As a result, they frame the development of occupational standards which further inform the development of programmes and curriculum. The competency standards therefore reflect the following major areas:

2. Components of Competency Based Standards

The components of competency based standards are:

• Competency Standards
• Unit of competencies - Module titles
• Unit descriptor - course title
• Element of competency - summary of learning outcomes
• Performance Criteria - Assessment Criteria
• Range of Variables - Condition
• Evidence Guide - Assessment method

An analysis of the competency reflects the number of modules developed in a particular unit of competency and should include unit of competencies and the total number of modules per unit.

3. Competency Standards

Competency Standards

It further looks at competency standards in the context of the National Qualifications Framework of Jamaica. Competencies are determined from qualification plans and used to inform the development of the competency based curriculum. A unit of competence specifies the application of knowledge and skills to the standard of performance that is expected in the workplace and is the smallest unit that can be assessed when applied in a work situation and can logically stand alone. The components of the competency based curriculum includes modules, learning outcomes, and the necessary human and technological resources. The modules are developed in accordance with the instructional design principles. The following are key considerations in the development of modules of instruction:

1. Alignment with the competencies identified
2. Rationale for the module in the workplace
3. Expected outcome of the course
4. Nominal time for each module
5. Entry requirements
6. Facilities, tools and equipment and materials needed for the delivery of the module
7. Qualification, experience and competencies of the instructors and assessors for the module

Key employability skills are integrated in the module

4. Instructional Design Principles

Instructional Design Principles

The course examines the ADDIE and the ASSURE model as instructional design principles and applies these to the development of the competency based curriculum.

ADDIE is an instructional design system which includes:

• Analysis of training need
• Design course of instruction
• Develop the course or curriculum
• Implement training
• Evaluate

ASSURE is an instructional design system which includes:

• Analyse learner characteristics
• State objectives
• Select, modify or design materials
• Utilize materials
• Require learner response
• Evaluate

5. Components of Competency Based Curriculum

The components of competency based curriculum are:

• Modules of instruction/ training
• Expected outcomes in terms of knowledge requirements - attitudinal or critical employability skills, performance requirement which is related to content,
• Suggested instructional strategies
• Assessment strategies

6. Unit of Competency

This is a specification of the application of knowledge and skills to the standard of performance expected in the workplace. It is the smallest unit that can be assessed which when applied in a work situation can logically stand alone

7. Module Descriptor

A module can be described in the following ways:

• A learning segment with a specified educational or training purpose
• A statement that briefly describes the overall intentions of the module with an emphasis on learning outcomes
• Knowledge, skills and attitudes that detail what is expected from key job tasks or competencies and aligned to regulatory and organisational requirements

8. Module

A module  briefly describes the title of the module, the name chosen for a module and provides a clear description of how the module is aligned to the requirements of a job. It includes expected learning outcomes which describes what the learner will do or achieve. Learning outcomes are written in terms of what the learners will learn, acquire and apply, keeping the statement clear and concise.

9. Employability Skills

Key employability skills that can be integrated in a module includes:

Communication skills

• Mathematical ideas
• Planning and organising
• Solving problems
• Technology skills
• Personal Management
• Teamwork skills

10. Performance Criteria

Another name for performance criteria is assessment criteria. This is a list of the criteria by which the achievements of the learning outcomes will be judged. Performance criteria seeks to specify the performance outcome that is expected of the learner and what will be demonstrated at the conclusion of the module. They describe the knowledge, skills and attitudes the learner is expected to demonstrate and must be observable and measureable.

11. Underpinning Knowledge and Skills

There are some underpinning knowledge and skills that the learner needs to know as he or she progresses through the course. These are the broad areas of content , underpinning knowledge or contextual learning likely to achieve the learning outcomes. They further list the specific knowledge, skills, attitudes and safety that are to be addressed that are to be addressed within this learning outcome.

12. Resources and Methods

In a competency based curriculum, resources include the facilities, equipment, tools, supplies and materials that are needed to deliver the module. Related to the resources are conditions under which the programme is to be delivered. Examples of condition may relate to

• personal protective equipment
• learning guides
• CDs
• Handouts
• Organisational Safety and Health protocols
• OHS Indicators
• Hazards, risks identification and control

13. Methodology

Methodology may relate to different approaches, methods and techniques through which learning may be delivered. These include:

• Group discussion
• Video viewing
• Tutorial
• Film viewing
• Case study
• Self paced learning
• Lecture/ discussions
• Demonstrations

14. Methods of Assessment

Methods of assessment specify the method of assessing the learning outcome. These are the methods used to gather evidence of sufficient quantity and quality on which to make sound judgments about a candidate's competency.

Assessment methods include:

• Observations
• Simulations
• Questioning
• Presentations
• Written assessment
• Computer or paper based assessment
• Oral interviews
• Practical Demonstrations