Abstract
The present paper aims at emphasizing the effects of considering the competence, as the main curriculum organizer in curriculum development, bringing into discussion the curricular architecture that should define this new approach. The methodology of research focuses on a theoretical innovative approach on the ways the rational design model meets the challenges of the competence based curriculum (CBC) design process, the research presenting several contributions to the theoretical and practical development of the field. There are analyzed the different models of defining the competence and there are proposed innovative perspectives on the way that the concept of competence must be addressed as well as the possible implications on the curriculum theory and practice.
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