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The Competency-basedApproach 6

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33 views25 pages

The Competency-basedApproach 6

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inspectmed05
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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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THE COMPETENCY-BASEDAPPROACH

 1. Background
 Competency-based education (CBE), an
approach to adult and literacy education, began to be
used in adult education ESL in the 1970s.
Competency-based ESL is centered around teaching
the competencies. A competency is a task based goal
to be met by the learner. Competencies frequently
include survival skills like taking transportation,
going to the doctor, and buying necessities.
 However, competencies could also be goals to be
achieved by students or professionals. A
competency –based approach includes an
assessment of the approach of learners needs,
selection of the competencies based on those
needs, instruction targeted on meeting those
needs, and evaluation of learners’ performance in
meeting the competencies .
 A competency-based approach continues to be the
primary to be the primary method used in the U.S.
government –funded adult education ESL programs.
The two most widely known competency based
programs in the United States are : 1-SCANS which
is the Secretary’s Commission on Achieving
Necessary Skills, a report put out in1991 by the U.S.
government detailing what competencies , skills and
personal qualities are needed to succeed in the work
place
 2- CASAS ( Comprehensive Adult student
Assessment System) a private organization that
has created its own competencies with its own
materials and assessment and is now used by a
number of adult education programs in the
United States. In addition, CBE is also used
extensively in Australian adult ESL programs for
immigrants.
DEFINITION
 Competency : It is a“ know- how- to act” process. It
is the result of the integration of a set of resources:
capacities, skills, and knowledge which are efficiently
used in similar situations.
 A competency acquired at school is valuable only if it
enables the learner to solve situations outside the
classroom.
 It is the outcome of a learning which is meaningful to
the learner and which is directly related to his
motivation.
Capacity : It is a“ know- how -to do” process
which integrates knowledge of the content of
different disciplines. There are intellectual, mental,
strategic, socio –affective and psychological skills.
Skill : It is a“ know- how -to do” process which
integrates knowledge of the content of different
disciplines. There are intellectual, mental, strategic,
socio –affective skills.
 Knowledge : It is a content such as data, facts,
concepts, rules, and principles related to each
discipline.
REASONS FOR ADOPTING THE COMPETENCY BASED
APPROACH

 The adoption of the Competency-based Approach


is based on worldwide research that highlights the
importance of the links between learning and
context of use , thus help the learning meaningful.
 Since the emphasis is on the learner’s social and
personal development, the aim of this approach is
to make him re-invest his knowledge when
performing tasks at school as well as well as at
social and professional level.
 This program is learner-centered and focuses on
the construction of the learner’s knowledge. It
aims at developing competences that are essential
for the learner of the new century. These
competences are the ability to interact orally, the
ability to process oral and written texts and the
ability to write texts.
CHARACTERISTICS OF THE APPROACH
 .* It is action-oriented in that it directs language
learning to the acquisition of know-how
capacities in the form of functions and skills.
These will allow the learner to become an
effective, competent language user in real life
situations outside the classroom.
 *It is a problem solving approach in that it
places learners in situations that check/ test their
capacity to overcome obstacles and problems.
 Languages are learned more effectively and
lastingly when they are used to solve problems
through hypothesis testing . Problems make the
learners think and they learn by thinking. They
word their thinking in English while solving
problems.
 *Finally and most importantly, the Competency –based
Approach is a Cognitive Approach . It is indebted to
Bloom’s Taxonomy ( Taxonomy of Educational
Objectives). Bloom has claimed that all educational
objectives can be classified as ‘Cognitive ’(related to
information) and ‘Affective’ (related to attitudes,
values and emotions) or ‘Psychomotor’ (related to
body movements). He said that cognitive objectives
form a hierarchy by which the learner must achieve
lower order objectives before higher ones.
HIGHER ORDER
6)Evaluation Learner sets a value on the
 information
5) Synthesis Learner builds new Knowledge from
diverse elements
4) Analysis Learner analysis information by
separating information into parts for
better understanding
3) Application Learner applies information to new
situations
2) Comprehension Learner understands information
1)Knowledge Learner recalls knowledge
 Blooms Hierarchical model of thinking is
illustrated in the importance that the competency
–based Approach gives the mobilization of
knowledge and skills their gradual integration at
higher levels (from level 1 to level 2 in the table
above), their application to new situation of
learning and use, the generation of new
knowledge and skills and finally, the evaluation
of the process and product of thinking.
 This is the ideal route towards the acquisition of
the competency of ‘know-how-to act’. For
instance, a learner knows a principle before s/he
can apply it. S/he should be able to cut it into
smaller fragments and relate it to other principles
(analysis) before s/he can summarize it and draw
conclusions and theus evaluate it
 The affective domain is equally important in the
achievement of a competency. Bloom organizes
the learners affection in a hierarchical order
illustrated in the table below:
HIGHER ORDER
Internalizing Learner makes his own system
values
Organization Learner organizes information
Valuing Learner attaches values to
particular objects , behaviors
Responding learner participates actively in
the classroom
Receiving Learner shows willingness to
attend classroom activities

 Lower order
 The importance of the affective domain appears
more clearly in the adoption of the pedagogy of
the project. The realization of the project together
with the psychomotor domain lead to the
internalization of such values such as autonomy ,
creativity, initiative ,and responsibility.
COMPARING AND CONTRASTING CBA TO PREVIOUS
APPROACHES

CBA Previous approaches


Learners are active partners The teacher is the fountain
in the learning process ; they of knowledge who spoon-
are responsible and feeds the learners
productive

Learners deduce meaning The teacher gives little


opportunity to learners to
determine meaning
CBA PREVIOUS APPROACHES
 Learners research  Use of English is restricted
information for project to classroom interaction
outside the classroom between teacher and
 Most interaction is learner learners.
to learner through pair and  Most interaction is teacher
small group work. to learner and vice-versa.
 Learners have greater  The teacher decides what
responsibility in deciding learners will do and how
what they will do and how they will do it.
they will do it.
CBA PREVIOUS APPROACHES
 Assessment is shared  The teacher is the one
between teacher and who assesses and that
learner ;there is more self assessment focuses on the
and peer assessment. It is product ; what learners
for the product / the result produce.
and the process (how)
CAB PREVIOUS APPROACHES
 Learners acquire skills to  Learners learn about
use and apply knowledge language ; they acquire
about language, not only knowledge about
language skills but also language , but not skills to
social skills ,research use it
skills , critical thinking
and decision making
skills
WHAT IS A PROJECT WORK AND HOW DOES IT FIT IN THE
COMPETENCY-BASED APPROACH?

 One of the most distinctive features of the


Competency-based approach is the integration of
project work as part of learning strategy. This
approach seeks to make the attainment of objectives
visible, i.e., concrete through the realization of
projects in selected domains of instruction. In fact,
fixing specific learning competencies will remain a far
reaching dream (as in the case of the traditional
objective –based approach) if the outcome is not
visible and measurable .
 Project work makes learning more meaningful. It
also makes co-operative learning a concrete
reality and opens up entirely new avenues for
action, interaction and construction of new
knowledge. In short, it is only through carrying
out project work that the basic principles of the
Competency –based Approach can be made
concrete.
THE ADVANTAGES OF DOING PROJECTS
 *Projects encourage co-operation and sharing
 *They promote learner independence.
 *Project is topic –based.
 *It involves research and questionnaire.
 They lead to a presentation.
 They involve different skills.
 *They may be creative and include art work.
 *They cater for different learning styles and
personalities.
 *They require the use of all language skills.

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