competency based education

Competency based education

Outcome based education

COMPETENCY-BASED EDUCATION (CBE)

The word competent is derived from Latin and means having essential qualities and abilities to function in specific ways

DEFINITION OF COMPETENCY

The ability to apply knowledge and interpersonal decision-making and psychomotor skills to nursing practice roles

-The National Council of State Boards of Nursing (2005)

Competency is the combination of the knowledge and skills necessary for carrying out professional tasks

-Garcia- Barbero (1998)

Competencies are essential skills that adults need to be successful members of families the community and the workplace

1048708 CASAS

DEFINITIONS OF COMPETENCY BASED EDUCATION

Competency Based Education refers to an educational movement that advocates defining educational goals in terms of precise measurable descriptions of knowledge skills and behaviors students should possess at the end of a course of study

1048708 Richards and Rodgers

Competency Based Education is outcome based instruction and is adaptive to the changing needs of students teachers and the communityCompetencies describe the studentrsquos ability to apply basic and other skills in situations that are commonly encountered in everyday life Thus CBE is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situations

1048708 Schenck

Competency Based Education is a functional approach to educationIt was defined by the US Office of Education as a ldquoperformance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in societyrdquo(US Office of Education 1978)

Competencies consist of a description of the essential skills knowledgeattitudes and behaviors required for effective performance of a real-world task or activity These activities may be related to any domain of life though have typically been linked to the field of work and to social survival in a new environment

1048708 Mrowicki

1 Educational institutions and providers need evidence that anyone who completes a degree or course has achieved a required level of competency

2 Accrediting regulatory and professional groups want assurance that completion of an educational endeavor indicates competency

REASONS FOR THE CURRENT INTEREST IN CBE

3 There is greater accountability for the costs and time it takes to complete educational endeavours and determine if they achieve the expected outcomes

4 Employers hire new workers who do not have basic competencies required for entry-level positions

5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments

6 Regulatory legal external standards and quality measures require demonstration of competence

7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations

LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)

Level 1 Behavior competencies

Level 2 Added competencies

Level 3 Integrated competencies

Level 4 Holistic competencies

Added

Behavior

Integrated

Holistic

operational work performance

demands of the workplace

behavior and additional knowledge needed to

improve work

Knowledge skills and understanding are integrated

into internal and external work conditions

new work and transfer knowledge and skills to new

situations

1 Consumers regulatory educational and practice groups establish partnerships

2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)

APPROACHES TO COMPETENCY-BASED EDUCATION

3 Educational systems respond to changes in complex work environments

(Coonan 2008) Learners have an active role in determining

their educational needs

The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence

6 Required competencies include all the domains required for practice in a discipline

7 Assessments are given at each level with the learners demonstrating competence at each level

8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program

MODEL OF COMPETENCY BASED EDUCATION

HEALTH NEEDS OF THE

SOCIETY

COMPETENCIES

OUTCOMECURICULUM

ASSESSMENT

MODEL OF TRADITIONAL EDUCATION

CURICULUM

ASSESSMENT

EDUCATIONAL OBJECTIVES

It serves to reduce passive dependence on lectures

It enhances student performance through active participation in learning through problem-solving

It encourages critical assessment of competing theory and evidence

ADVANTAGES

It improves interdisciplinary understanding

It can improve literature searches and the writing-up of clinical cases

It can help establish closer links with private practice settings and public institutions for educational purposes

Applicability at the course program institutional and system levels

Developing assessments derived from specific competencies

Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)

Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo

Improves the system of feedback to students

Gets the learner more engaged and acting responsible

Provide data for decision about students about programme effectiveness

(1) They fail to directly address the health needs of the community

(2) Competencies are inadequately defined or to broad to be useful

DISADVANTAGES

(3) A lack of accommodation in the curriculum for the flexibility in learning rates

(4) The lack of assessment methods to

determine when competency has been achieved

(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning

(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies

LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS

Sophomore level

competency

Junior Level Competency

Senior Level competency

Programme outcome

Sophomore level competency Participates in selected problem solving

exercises that promote critical examination of the professional nurse role

Junior Level Competency Validates care decisions with appropriate

persons to determine the degree to which decisions are consistent with client system information and environmental clues

Senior Level competency Evaluates the decisions through logical

organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information

Programme outcome A critical thinker who demonstrates intellectual

curiosity rational inquiry problem solving skills and creativity in framing problems

Critical thinker Culturally competent Knowledge to coordinate community

resources Politically aware

ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION

Ethically and legally grounded

Effective communicator

Competent provider of health care

Modeller of the professional role

Responsible manager of the human fiscal and material resources

Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated

Student Engagement lecture attendance participation hyper-focus exam

Faculty focused on teaching less emphasis on discerning impact of their efforts on learning

Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates

PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION

RECURING EDUCATIONALREFORM MODEL

OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION

Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)

Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes

OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)

An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning

CLARITY OF FOCUS

HIGH EXPECTATION

EXPANDED OPPORTUNITIES

DESIGN

DOWN

OBE PRINCIPLES

Content Based Learning System Outcomes Based Learning System

Passive students Active learners

Assessment process ndash exam amp grade driven Continuous assessment

Rote learning Critical thinking reasoning reflection amp action

Content basedbroken into subjects Integration knowledge learning relevant connected real life situations

Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork

See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities

Teacherstrainers responsible for learning - motivated by personality of teacher

Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth

Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands

Content placed in rigid time frames Flexible time frames - learners work at own pace

Stay in single learning institution until complete Learners can gather credits different institutions until achieve

Qualification

Previous knowledge amp experience in learning field ignored ndash Each time attends

Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere

Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system

Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented

PURPOSE OF OBE

Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles

ASSESSMENT CRITERIA

reliable

valid

fair

reflect the knowledge and

skills

comprehensive and explicit

assessment should demonstrateindividuality

TASKATTITUDEPROFESSIONALISM

THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION

ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION

RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY

PROVISION OF FRAMEWORK

ACCOUNTABILITY

SELF DIRECTED LEARNING

FLEXIBILITY

GUIDE FOR ASSESSMENT

CURICULUM PLANNING

CURICULUM EVALUATION

CONTINUUM OF EDUCATION

Inclusion of and Emphasis on Attitudes and Values Was

Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery

DISADVANTAGES OF OUTCOME-BASED EDUCATION

Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational

institutions Dislike of something that is not OBE

CRITICISM

11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged

12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education

RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required

2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues

3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal

Slide 1

Competency based education Outcome based education



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LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)

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ADVANTAGES

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DISADVANTAGES

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ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS

Slide 37



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OBE PRINCIPLES

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PURPOSE OF OBE

ASSESSMENT CRITERIA

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CRITICISM

Slide 57

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1048708 CASAS





1048708 Schenck



1048708 Mrowicki














Added

Behavior

Integrated

Holistic




improve work




situations












HEALTH NEEDS OF THE

SOCIETY

COMPETENCIES

OUTCOMECURICULUM

ASSESSMENT


CURICULUM

ASSESSMENT





ADVANTAGES













DISADVANTAGES







Sophomore level

competency



Programme outcome




























CLARITY OF FOCUS

HIGH EXPECTATION


DESIGN

DOWN

OBE PRINCIPLES













Qualification





PURPOSE OF OBE


ASSESSMENT CRITERIA

reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




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ADVANTAGES

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DISADVANTAGES

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OBE PRINCIPLES

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PURPOSE OF OBE

ASSESSMENT CRITERIA

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CRITICISM

Slide 57

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1048708 Schenck



1048708 Mrowicki














Added

Behavior

Integrated

Holistic




improve work




situations












HEALTH NEEDS OF THE

SOCIETY

COMPETENCIES

OUTCOMECURICULUM

ASSESSMENT


CURICULUM

ASSESSMENT





ADVANTAGES













DISADVANTAGES







Sophomore level

competency



Programme outcome




























CLARITY OF FOCUS

HIGH EXPECTATION


DESIGN

DOWN

OBE PRINCIPLES













Qualification





PURPOSE OF OBE


ASSESSMENT CRITERIA

reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




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ADVANTAGES

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DISADVANTAGES

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OBE PRINCIPLES

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PURPOSE OF OBE

ASSESSMENT CRITERIA

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Slide 51

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CRITICISM

Slide 57

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Slide 60



1048708 Mrowicki














Added

Behavior

Integrated

Holistic




improve work




situations












HEALTH NEEDS OF THE

SOCIETY

COMPETENCIES

OUTCOMECURICULUM

ASSESSMENT


CURICULUM

ASSESSMENT





ADVANTAGES













DISADVANTAGES







Sophomore level

competency



Programme outcome




























CLARITY OF FOCUS

HIGH EXPECTATION


DESIGN

DOWN

OBE PRINCIPLES













Qualification





PURPOSE OF OBE


ASSESSMENT CRITERIA

reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




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ADVANTAGES

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DISADVANTAGES

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OBE PRINCIPLES

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PURPOSE OF OBE

ASSESSMENT CRITERIA

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Slide 51

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Slide 54


CRITICISM

Slide 57

Slide 58

Slide 59

Slide 60














Added

Behavior

Integrated

Holistic




improve work




situations












HEALTH NEEDS OF THE

SOCIETY

COMPETENCIES

OUTCOMECURICULUM

ASSESSMENT


CURICULUM

ASSESSMENT





ADVANTAGES













DISADVANTAGES







Sophomore level

competency



Programme outcome




























CLARITY OF FOCUS

HIGH EXPECTATION


DESIGN

DOWN

OBE PRINCIPLES













Qualification





PURPOSE OF OBE


ASSESSMENT CRITERIA

reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




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ADVANTAGES

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DISADVANTAGES

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OBE PRINCIPLES

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PURPOSE OF OBE

ASSESSMENT CRITERIA

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Slide 54


CRITICISM

Slide 57

Slide 58

Slide 59

Slide 60












HEALTH NEEDS OF THE

SOCIETY

COMPETENCIES

OUTCOMECURICULUM

ASSESSMENT


CURICULUM

ASSESSMENT





ADVANTAGES













DISADVANTAGES







Sophomore level

competency



Programme outcome




























CLARITY OF FOCUS

HIGH EXPECTATION


DESIGN

DOWN

OBE PRINCIPLES













Qualification





PURPOSE OF OBE


ASSESSMENT CRITERIA

reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




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ADVANTAGES

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DISADVANTAGES

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OBE PRINCIPLES

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PURPOSE OF OBE

ASSESSMENT CRITERIA

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CRITICISM

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CURICULUM

ASSESSMENT





ADVANTAGES













DISADVANTAGES







Sophomore level

competency



Programme outcome




























CLARITY OF FOCUS

HIGH EXPECTATION


DESIGN

DOWN

OBE PRINCIPLES













Qualification





PURPOSE OF OBE


ASSESSMENT CRITERIA

reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

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ADVANTAGES

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DISADVANTAGES

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OBE PRINCIPLES

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PURPOSE OF OBE

ASSESSMENT CRITERIA

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CRITICISM

Slide 57

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ADVANTAGES













DISADVANTAGES







Sophomore level

competency



Programme outcome




























CLARITY OF FOCUS

HIGH EXPECTATION


DESIGN

DOWN

OBE PRINCIPLES













Qualification





PURPOSE OF OBE


ASSESSMENT CRITERIA

reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

Slide 7

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ADVANTAGES

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DISADVANTAGES

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OBE PRINCIPLES

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PURPOSE OF OBE

ASSESSMENT CRITERIA

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Slide 54


CRITICISM

Slide 57

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Slide 60













DISADVANTAGES







Sophomore level

competency



Programme outcome




























CLARITY OF FOCUS

HIGH EXPECTATION


DESIGN

DOWN

OBE PRINCIPLES













Qualification





PURPOSE OF OBE


ASSESSMENT CRITERIA

reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

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ADVANTAGES

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DISADVANTAGES

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OBE PRINCIPLES

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PURPOSE OF OBE

ASSESSMENT CRITERIA

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CRITICISM

Slide 57

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Sophomore level

competency



Programme outcome




























CLARITY OF FOCUS

HIGH EXPECTATION


DESIGN

DOWN

OBE PRINCIPLES













Qualification





PURPOSE OF OBE


ASSESSMENT CRITERIA

reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

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ADVANTAGES

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DISADVANTAGES

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OBE PRINCIPLES

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PURPOSE OF OBE

ASSESSMENT CRITERIA

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CRITICISM

Slide 57

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Slide 60




























CLARITY OF FOCUS

HIGH EXPECTATION


DESIGN

DOWN

OBE PRINCIPLES













Qualification





PURPOSE OF OBE


ASSESSMENT CRITERIA

reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

Slide 7

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Slide 13

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Slide 19

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ADVANTAGES

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DISADVANTAGES

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OBE PRINCIPLES

Slide 45

PURPOSE OF OBE

ASSESSMENT CRITERIA

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Slide 51

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Slide 53

Slide 54


CRITICISM

Slide 57

Slide 58

Slide 59

Slide 60













Qualification





PURPOSE OF OBE


ASSESSMENT CRITERIA

reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

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ADVANTAGES

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DISADVANTAGES

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Slide 40

Slide 41

Slide 42

Slide 43

OBE PRINCIPLES

Slide 45

PURPOSE OF OBE

ASSESSMENT CRITERIA

Slide 48



Slide 51

Slide 52

Slide 53

Slide 54


CRITICISM

Slide 57

Slide 58

Slide 59

Slide 60



PURPOSE OF OBE


ASSESSMENT CRITERIA

reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

Slide 7

Slide 9

Slide 10

Slide 11


Slide 13

Slide 14

Slide 15


Slide 17


Slide 19

Slide 20

Slide 21



ADVANTAGES

Slide 25

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DISADVANTAGES

Slide 30

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Slide 33

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Slide 35


Slide 37



Slide 40

Slide 41

Slide 42

Slide 43

OBE PRINCIPLES

Slide 45

PURPOSE OF OBE

ASSESSMENT CRITERIA

Slide 48



Slide 51

Slide 52

Slide 53

Slide 54


CRITICISM

Slide 57

Slide 58

Slide 59

Slide 60


ASSESSMENT CRITERIA

reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

Slide 7

Slide 9

Slide 10

Slide 11


Slide 13

Slide 14

Slide 15


Slide 17


Slide 19

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ADVANTAGES

Slide 25

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DISADVANTAGES

Slide 30

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Slide 33

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OBE PRINCIPLES

Slide 45

PURPOSE OF OBE

ASSESSMENT CRITERIA

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Slide 51

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CRITICISM

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reliable

valid

fair


skills






RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

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ADVANTAGES

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DISADVANTAGES

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Slide 40

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OBE PRINCIPLES

Slide 45

PURPOSE OF OBE

ASSESSMENT CRITERIA

Slide 48



Slide 51

Slide 52

Slide 53

Slide 54


CRITICISM

Slide 57

Slide 58

Slide 59

Slide 60




RELEVANCE

CONTROVERSY

ACCEPTABILITY

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

Slide 7

Slide 9

Slide 10

Slide 11


Slide 13

Slide 14

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Slide 17


Slide 19

Slide 20

Slide 21



ADVANTAGES

Slide 25

Slide 26

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Slide 28

DISADVANTAGES

Slide 30

Slide 31


Slide 33

Slide 34

Slide 35


Slide 37



Slide 40

Slide 41

Slide 42

Slide 43

OBE PRINCIPLES

Slide 45

PURPOSE OF OBE

ASSESSMENT CRITERIA

Slide 48



Slide 51

Slide 52

Slide 53

Slide 54


CRITICISM

Slide 57

Slide 58

Slide 59

Slide 60

CLARITY


ACCOUNTABILITY


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

Slide 7

Slide 9

Slide 10

Slide 11


Slide 13

Slide 14

Slide 15


Slide 17


Slide 19

Slide 20

Slide 21



ADVANTAGES

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DISADVANTAGES

Slide 30

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Slide 33

Slide 34

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Slide 40

Slide 41

Slide 42

Slide 43

OBE PRINCIPLES

Slide 45

PURPOSE OF OBE

ASSESSMENT CRITERIA

Slide 48



Slide 51

Slide 52

Slide 53

Slide 54


CRITICISM

Slide 57

Slide 58

Slide 59

Slide 60


FLEXIBILITY


CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

Slide 7

Slide 9

Slide 10

Slide 11


Slide 13

Slide 14

Slide 15


Slide 17


Slide 19

Slide 20

Slide 21



ADVANTAGES

Slide 25

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Slide 28

DISADVANTAGES

Slide 30

Slide 31


Slide 33

Slide 34

Slide 35


Slide 37



Slide 40

Slide 41

Slide 42

Slide 43

OBE PRINCIPLES

Slide 45

PURPOSE OF OBE

ASSESSMENT CRITERIA

Slide 48



Slide 51

Slide 52

Slide 53

Slide 54


CRITICISM

Slide 57

Slide 58

Slide 59

Slide 60

CURICULUM PLANNING




Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

Slide 7

Slide 9

Slide 10

Slide 11


Slide 13

Slide 14

Slide 15


Slide 17


Slide 19

Slide 20

Slide 21



ADVANTAGES

Slide 25

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Slide 28

DISADVANTAGES

Slide 30

Slide 31


Slide 33

Slide 34

Slide 35


Slide 37



Slide 40

Slide 41

Slide 42

Slide 43

OBE PRINCIPLES

Slide 45

PURPOSE OF OBE

ASSESSMENT CRITERIA

Slide 48



Slide 51

Slide 52

Slide 53

Slide 54


CRITICISM

Slide 57

Slide 58

Slide 59

Slide 60


Inappropriate

Imposition of

Constraints

Inhibition of

Learning by

Discovery




CRITICISM






Slide 1




Slide 6

Slide 7

Slide 9

Slide 10

Slide 11


Slide 13

Slide 14

Slide 15


Slide 17


Slide 19

Slide 20

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ADVANTAGES

Slide 25

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DISADVANTAGES

Slide 30

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Slide 33

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Slide 35


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Slide 40

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Slide 42

Slide 43

OBE PRINCIPLES

Slide 45

PURPOSE OF OBE

ASSESSMENT CRITERIA

Slide 48



Slide 51

Slide 52

Slide 53

Slide 54


CRITICISM

Slide 57

Slide 58

Slide 59

Slide 60



CRITICISM






Slide 1




Slide 6

Slide 7

Slide 9

Slide 10

Slide 11


Slide 13

Slide 14

Slide 15


Slide 17


Slide 19

Slide 20

Slide 21



ADVANTAGES

Slide 25

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Slide 28

DISADVANTAGES

Slide 30

Slide 31


Slide 33

Slide 34

Slide 35


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Slide 40

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Slide 42

Slide 43

OBE PRINCIPLES

Slide 45

PURPOSE OF OBE

ASSESSMENT CRITERIA

Slide 48



Slide 51

Slide 52

Slide 53

Slide 54


CRITICISM

Slide 57

Slide 58

Slide 59

Slide 60






Slide 1




Slide 6

Slide 7

Slide 9

Slide 10

Slide 11


Slide 13

Slide 14

Slide 15


Slide 17


Slide 19

Slide 20

Slide 21



ADVANTAGES

Slide 25

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Slide 28

DISADVANTAGES

Slide 30

Slide 31


Slide 33

Slide 34

Slide 35


Slide 37



Slide 40

Slide 41

Slide 42

Slide 43

OBE PRINCIPLES

Slide 45

PURPOSE OF OBE

ASSESSMENT CRITERIA

Slide 48



Slide 51

Slide 52

Slide 53

Slide 54


CRITICISM

Slide 57

Slide 58

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competency based education

Documents

education competency

competencies essential

educational needs

basic competencies

specific competencies

behavior competencies

integrated competencies

required level of competency