Syllabus (EDUCATION)

Course Type: MAJ-18

Semester: 8

Course Code: BEDCMAJ18T

Course Title: Competency-Based Education

(L-P-Tu): 5-0-1

Credit: 6

Practical/Theory: Theory

Course Objective: Learning Objective and Learning Outcome: Over the course students will: Be able to operate confidently in a knowledge-based economy and a rapidly changing environment. Be confident and productive individuals able to work with others and contribute to so

Learning Outcome: Learning Objective and Learning Outcome: Over the course students will: Be able to operate confidently in a knowledge-based economy and a rapidly changing environment. Be confident and productive individuals able to work with others and contribute to so

M-XVIII

Competency-Based Education

[Credit: 5+1]

Learning Objective and Learning Outcome:

Over the course students will:

1. Be able to operate confidently in a knowledge-based economy and a rapidly changing environment.
2. Be confident and productive individuals able to work with others and contribute to society.
3. Proud and responsible: proud of their rich heritage and able to take their place effectively in the wider world.

Course Contents:

UNIT-I: Competency

1. 1. Conceptual Framework
   2. Types of Competency – Economic, Social, Political and Psychological
   3. Competency Development Strategies – Self Regulated Learning, Phenomenological Pedagogy, Life-Long Learning, Analysis of History, Heritage and Culture

UNIT-II: Capability and Functioning

1. Relationship between Capability and Functioning
2. Knowledge-based economy and a rapidly changing environment – Developing creative and critical thinking, problem solvingskills, pro-activeattitudes and learningtolearnskillsfromalife-long learningperspective
3. Addressing both the learner needs and the requirements ofnationaldevelopment – plans,includingthepresentand future needs of the labourmarket

UNIT-III: High Quality Education for All

1. Human Right Education – Development of the learner’s skills and attitudes towards respecting humanrights
2. Addressing changes/new developments at the local and international levels – through dissemination of up-to-date knowledge
3. Building enlightened citizenship based on the principles and practices of democracy, freedom and social justice

Suggested Readings:

Biggs, J., & Tang, C. (2007).Teaching for quality learning at university. UK: Open University Press. Bloom, B. S. (1956).Taxonomy of educational objectives. Handbook I: Cognitive domain. New York: David

Bloom, B. S. (1968).Learning for mastery. Evaluation Comment, 1, 1–11.

Bolander, K., Josephson, A., Mann, S., et al. (2006). Teachers promoting expertise in medical education: Understanding the role of the core curriculum. Quality in Higher Education, 12, 41–55.

Carraccio, C., Wolfsthal, S. D., Englander, R., et al. (2002). Shifting paradigms: From Flexner to competencies. Academic Medicine, 77, 361–367.

Gagne´, R. M., Briggs, L. J. (1974). Principles of instructional design. London: Holt, Rinehart and Winston.

Hodge, S. (2007).The origins of competency-based training. Australian Journal of Adult Learning, 47, 179–209.

Mager, R. F. (1997).Preparing instructional objectives. Georgia: CEP Press.

Spady, W. G. (1988).Organising for results: The basis of authentic restructuring and reform. Educational Leadership, October, pp 4–8.

Spady, W. G. (1994). Outcome-based education: Critical issues and answers. American Association of School Administrators, USA.

Stenhouse, L. (1975). An introduction to curriculum research and development. London: Guilford.

Tooke, J. (2008). Aspiring to excellence.Findings and final recommendations of the independent inquiry into modernising medical careers. London: MMC Inquiry.

Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press.