Competency-based Curriculum Research Articles

PhysioCAFUN: A competency-based curriculum development guideline to strengthen physiology education in Africa.

Physiology education in Africa faces challenges due to gaps in curricula across many of its universities, such as divergent content, a lack of standardized competencies, and suitable benchmarking. Here, we describe the development of Physiology Curriculum for African Universities (PhysioCAFUN), a competency-based curriculum development guideline, as a first step to address such shortcomings. A committee of 15 physiologists from different African regions, Europe, and USA was constituted to draft the PhysioCAFUN, which was introduced and revised during the joint East African Society of Physiological Sciences (EASPS) and African Association of Physiological Sciences (AAPS) conference held in Tanzania late 2023. The PhysioCAFUN consists of 23 modules. Modules 1-15 cover the organ systems, including principles and concepts of physiology, molecular biology and cell physiology. Modules 16-23 contain optional content, including environmental physiology, pharmacology, and topics related to skill development. PhysioCAFUN serves as a freely available resource document for African stakeholders regarding the desired undergraduate physiology training and competencies. It will help universities in Africa, and elsewhere, to draft a curriculum suitable for their local needs where there is a dearth of physiologists, or to benchmark and revise their curricula where physiology programs are already in place.

Exploring Teachers’ Perceptions on Pedagogies used in Implementation of IRE Competence-Based Curriculum in Secondary Schools in Wakiso District

Exploring Teachers’ Perceptions on Pedagogies used in Implementation of IRE Competence-Based Curriculum in Secondary Schools in Wakiso District

Achievement Goals, Perceived Teacher Support, and Mathematics Achievement: The Mediating Role of Academic Disidentification

In a competency-based curriculum (CBC), the development of logical and critical thinking skills in mathematics is essential. As a cornerstone of Science, Technology, Engineering, and Mathematics (STEM), mathematics is pivotal for addressing real-world challenges. However, overall pass rates remain unsatisfactory in Kenyan secondary schools, particularly in Kisii County. This study investigated the mediating role of academic disidentification in the relationship between achievement goals, perceived teacher support, and mathematics achievement. Grounded in the revised 3x2 Achievement Goal Model, Self-Determination Theory, and Expectancy-Value Theory, a correlational design was employed with a random sample of 418 Form Three students from thirty seven schools in Kisii County; Kenya in 2023. Multiple linear regression analysis revealed that academic disidentification partially mediates the relationship among achievement goals, perceived teacher support, and mathematics achievement. School categories differed significantly in avoidance motivation, with co-educational schools exhibiting the highest levels. Based on these findings, the study recommends that mathematics teachers prioritize fostering approach motivation, especially in co-educational schools, to enhance student achievement in mathematics.

Meta4CBC: Metamodel for Competency-Based Curriculum Design in Higher Education

Meta4CBC is proposed as an innovative metamodel for competency-based curriculum design in higher education, addressing the critical need to adapt curricula to contemporary challenges driven by globalization, technological advancement, and climate change. Inspired by the Business Motivation Model and Semantics of Business Vocabulary and Business Rules metamodels, Meta4CBC seeks to overcome the limitations of current CBCD models by providing a coherent structure that integrates curriculum components at supra, macro, meso, micro, and nano levels and establishes a common language that facilitates interdisciplinary collaboration. The proposal promotes curriculum alignment and coherence while supporting the development of software tools to assist in curriculum design, automate repetitive tasks, and provide data analysis for informed decision-making. The validation of Meta4CBC was conducted through a multi-step methodology involving proof of concept, expert judgment, and practical application. After defining the components through a systematic literature review, the metamodel was tested in the Computer Engineering program at the University of La Frontera. This testing verified its adaptability and alignment across curriculum levels. Experts from various Chilean universities reviewed the model, providing feedback for refinement.

The Impact of Teachers' Attitudes on the Effectiveness of Teaching with the Student in the Center

Student-Centered Teaching has become a term in everyday use among teachers. Competency-based curriculum implementation and comprehensive school change efforts in the constructivist context promote this paradigm. This climate of discussions and constructive debates has encouraged educational researchers to undertake various studies. Teachers change more slowly as they are closely tied to traditional teaching. Experience, familiarization with formative practice, assessment of work in the results of students' learning made the teachers distrustful of the new. Specifically, this paper studies the impact of teachers' attitudes on the effectiveness of student-centered teaching. Driven by the impressions during the training of primary education teachers, dilemmas were observed from their conception, belief and convictions on the effectiveness of teacher-centered learning. The conducted study sheds light on the influence of the teacher's attitude on the effectiveness of this approach. The study was based on the online survey through the Google Forms platform of 203 teachers from the schools of ZVA Durrës. Data were analyzed through the SPSS program and discussed through meta-analysis with publications in the field mainly in the last ten years. The study concluded that teachers' attitude towards student-centered learning determines the level of implementation of active learning and overcoming difficulties for its effective implementation. The more convinced the teachers are in the effectiveness of student-centered teaching, the greater their and the students' commitment will be. Other factors affecting this process are strongly influenced by this attitude. Factors such as limited time, physical environment, material base, overload, student motivation and the preparatory work itself, which in many studies are defined as barriers, are easily overcome under the influence of the teachers' positive attitude. The paper closes with some recommendations for teachers and other studies in this field. Received: 15 September 2024 / Accepted: 1 November 2024 / Published: 05 November 2024

National STEM Education Framework: Teachers’ Perspectives on the 2015-2022 Curriculum Cycle

Throughout the world, nations are busy investing in Science, Technology, Engineering and Mathematics (STEM) to prepare innovative minds that can spearhead the development and sustainable growth of their economies. Zimbabwe’s participation in the global economy is premised on the preference for STEM education system. The introduction of the Competence-Based Curriculum (CBC) in Zimbabwe meant a shift in the general aims and objectives of the education system. The transformation meant a move from an academic oriented and content-focused curriculum to one that is skills-based, giving prominence to continuous assessment over final examinations. To explore classroom practitioners’ perceptions of the first cycle of the CBC, 20 purposively selected STEM teachers participated in the study. A qualitative research approach and case study design were adopted as study methodology. Thematically analysed data were collected through focus group interviews with participants. The study focused on support systems available for STEM education in secondary schools and how the absence of the national framework affects its implementation. The study found that there were limited support systems for STEM education as some schools did not have adequate facilities and equipment such as science laboratories, apparatus, science consumables, computer laboratories, computer hardware and software among others. It came out from the study that the absence of national framework had negative effect on the implementation of STEM education in secondary schools. The study concluded that though the secondary schools experienced constraints in implementing STEM education there were noticeable pockets of good practices in some schools, for example, learners graduating with competences for life skills. The study recommended that the schools should engage stakeholders for support in provision of required resources. The Ministry of Primary and Secondary Education should expedite the development of a national framework for the effective implementation of STEM education.

Scenario-Based Assessment as a Driver of the Lower Secondary School Competency-Based Curriculum in Uganda

Scenario-Based Assessment as a Driver of the Lower Secondary School Competency-Based Curriculum in Uganda

Improving health outcomes in Cameroon through competency-based curricula and stakeholder engagement in accreditation

This review article explores the accreditation process for health personnel training in Cameroon, emphasizing its critical role in ensuring quality education and improving healthcare delivery. It begins with an overview of the current state of health education institutions and regulatory mechanisms, highlighting the need for robust national guidelines for accreditation. The review examines the importance of autonomous councils for each health specialty, emphasizing their role in establishing specialized standards, monitoring compliance, and promoting ethical values in training. It also discusses the historical context and evolution of accreditation, identifying past limitations and the necessity for updated standards. The strengths and challenges of the proposed guidelines are analyzed, focusing on their potential impact on the competence of health professionals. Comparative assessments with successful accreditation systems in other African nations, such as Nigeria and Ghana, provide valuable insights into best practices. The perspectives of various stakeholders, including government agencies, educational institutions, and healthcare providers, are examined. The article concludes with recommendations for enhancing accreditation processes, including capacity building and continuous stakeholder engagement, ultimately supporting the development of a competent healthcare workforce aligned with national health goals.

A Study on the Social Welfare Major Competency-based Curriculum for Adult Learners

A Study on the Social Welfare Major Competency-based Curriculum for Adult Learners

Effect of Implementing a Competence-Based Curriculum on Students’ Academic Performance in Mathematics: A Case of Selected Lower Secondary Public Day Schools in Rwamagana District, Rwanda

This study is designed to determine the effect of implementing competence-based curriculum on students’ academic performance in mathematics in selected lower secondary public day schools in Rwamagana District, Rwanda. This study is beneficial to Rwandan secondary schools, to the researcher himself, teachers, and other researchers providing advice on how they can develop the students’ competences in mathematics subjects. Guided by constructivism and social constructivism learning theories, the study’s participants were 8 head teachers and Deans of studies (5 respondents), 7 teachers of mathematics (5 respondents) and 275 students (158 respondents). These made a sample size of 168 respondents from four secondary day schools in Rwamagana district were involved in this research. The target population of this study was 290 participants. Purposive sampling by choosing the Dean of studies and Head teachers and simple random sampling was used to choose teachers and students as well as stratified random sampling. Instruments used to collect data are questionnaires and interviews. The quantitative data was analyzed by using IBM SPSS 20 while analysis of qualitative data was done using inductive thematic analysis. Results on the implementation of competence-based curriculum structure indicated that 81.7% strongly agree that discussing math concepts with classmates helps them to learn better. 86.7% agree that the school leaders support the implementation of Competence-Based Curriculum (CBC) in mathematics. 89.9% of the asked students agree that their mathematics teachers seemed well prepared to teach the CBC. The study found that the CBC program is being implemented effectively in Rwamagana District. Students are more engaged, better at problem-solving, and have a better understanding of math. The study shows that the program should continue and be improved to help students succeed in school and their careers. It was proposed that Rwanda Education Board is advised to support and train schools in implementing the CBC in mathematics. It should regularly evaluate and adjust the curriculum to improve outcomes. Teachers should participate in professional development and adopt a student-centered approach. Schools should ensure adequate resources and foster a collaborative culture. Families should encourage active student participation, maintain open communication, and provide a supportive home environment.

Reflective portfolios: a learning and self-assessment tool

Recent studies have emphasized the growing relevance of portfolios in higher education, particularly as a tool that fosters reflective and formative assessment practices. This article presents a qualitative study conducted with a group of Education students, exploring the portfolio as the primary assessment method. The research investigates the conditions under which portfolios can serve as effective tools for both self and peer assessment, using reflective cognition (metacognition) to enhance learning. Classroom observations were combined with open-ended questionnaires, and data analysis was conducted using webQDA software to ensure rigor and objectivity in interpreting the findings. The study reveals that the use of portfolios not only fostered student agency and autonomy but also strengthened self-responsibility and promoted deeper engagement with the learning process. Furthermore, portfolios facilitated a more dynamic, transparent, and collaborative relationship between students and instructors, offering a structured yet flexible approach to assessment. By aligning with competency-based curricula, the portfolio enables a more personalized and meaningful evaluation of students' development, shifting away from traditional, static assessment models. This study contributes to the advancement of assessment practices in higher education, advocating for portfolios as a critical tool in promoting cognitive development, reflexive thinking, and an integrated approach to learning and assessment.

Skills of Educational Institution Administrators in the 21st Century under the Office of the Vocational Education Commission Pathum Thani Province

Background and Aims: The world in the 21st century has undergone marked changes from the 20th century, especially in the advancement of digital technology. This makes our world noticeably borderless or narrower. This change has a huge impact on all sectors. Including administration in educational institutions in the new era educational administrators in the 21st century must therefore play an important role in setting directions, policies, and leading educational institutions to success. With outstanding characteristics such as high intellectual skills professionalism in management Having a creative mind, a good attitude, and a broad vision. This research has the following objectives: (1) Study the level of skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province. (2) Compare the level of opinions of personnel on the skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province. Classified by educational level, position, and work experience. (3) Study guidelines for developing the skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province. Methodology: The sample group used in the research was 348 personnel under the Office of the Vocational Education Commission, Pathum Thani Province, in the academic year 2023, which were obtained by stratified random sampling. The research instrument consisted of a questionnaire that was a 5-level rating scale with an IOC value in the range of 0.80 - 1.00 and a confidence value of 0.88. In addition, a structured interview was used as a secondary tool to supplement additional information. For the statistics used in data analysis, such as frequency, percentage, mean, and standard deviation, T-test, F-test and pairwise difference test using Scheffe' method. Results: The results of the research found that (1) skills of educational institution administrators in the 21st century under the Office of the Vocational Education Commission, Pathum Thani Province overall, it was at the "high" level. When considering each aspect, it was found that the skills of school administrators in the 21st century were at the "high" level in every aspect. (2) Results of a comparative analysis of the skills of school administrators in the 21st century, classified by educational level, position, and work experience found that: 1) Skills of educational institution administrators according to educational level and position Overall, the differences were statistically significant at the .05 level. 2) Skills of school administrators according to work experience. Overall, they are not different. (3) Guidelines for developing the skills of school administrators in the 21st century. It was found that administrators organized workshops to provide teachers with knowledge and understanding about using the curriculum. As well as developing a competency-based teaching curriculum in collaboration with business establishments and outside agencies. There is also personnel development to create innovations, technology, and inventions for teaching and learning. Use technology to learn and there are adequate learning resources with information technology systems available Promote and support teachers and instructors to have knowledge and understanding and be able to follow measurement and evaluation regulations correctly. Conclusion: Skills of educational administrators in the 21st century. Administrators understand principles and concepts. management theory Able to apply and manage according to the situation effectively, able to manage resources efficiently, systematically and to maximum benefit.

Research on the Impact of Competency-Based Curriculum Design on Student Learning Outcomes

With the continuous changes in the educational environment, traditional knowledge-oriented curricula can no longer adequately meet students' practical competency needs in modern society. Consequently, competency-based curriculum design has gradually emerged as a key method for enhancing educational quality and students' practical abilities. This paper explores the impact of competency-based curriculum design on student learning outcomes, analyzes the theoretical framework of competency-based education, including constructivist learning theory and social cognitive theory, proposes a theoretical model and key elements of competency-based curriculum design, and discusses implementation strategies and resource support systems. The study finds that competency-based curriculum design significantly enhances students' knowledge mastery, skill application, and learning attitudes through clear competency goals, task-driven teaching strategies, and effective assessment systems. However, the dynamic adjustment of curriculum design remains crucial for improving student learning outcomes. Future research should focus on optimizing the adjustment mechanisms and assessment methods of curriculum design to further enhance educational quality and students' practical abilities.

Mental Health Outcomes of Parents with Children Enrolled in the Competence-Based Curriculum in Public Day Primary Schools in Nairobi County, Kenya

Involvement in their children's education through the Competency-Based Curriculum (CBC) significantly impacts the mental health outcomes of parents, necessitating a deeper understanding of how these educational demands influence parental well-being. This study examines the mental health outcomes of parents with children enrolled in the CBC in primary schools in Nairobi County, Kenya. Utilizing Cognitive Behavioral Theory (CBT), the research employed a quantitative approach with a cross-sectional survey design targeting parents with children enrolled in the CBC in primary schools. A multi-stage sampling technique resulted in a sample size of 376 parents. Data were collected using structured questionnaires, including the Parenting Sense of Competence (PSOC) scale, Multidimensional Fatigue Inventory (MFI), Parental Stress Scale, and New General Self-Efficacy Scale. Statistical analysis using SPSS Version 25 involved descriptive methods. The findings revealed generally positive mental health outcomes, with high levels of parenting satisfaction and self-efficacy, alongside moderate levels of mental fatigue and stress. These results align with CBT, emphasizing the role of positive beliefs and effective coping strategies in maintaining mental health. The study concludes that while CBC aims to enhance learning, it also creates challenges for parents that impact their mental health.

To Evaluate Structured Competency-Based Curriculum for Health Programs among Community Medicine Postgraduates: Mixed Method Approach

Background: The postgraduate curriculum needs to be given a definite shape so as to make health programs more intensive and integrative. In the present scenario, most of the information is unclear and infrequent. A structured public health competency-based education is an important aspect to consider for integrative health care. Evaluate the structured competency-based curriculum (SCBC) prepared on health program matters. Methods: Mixed method model involving postgraduate students, faculties in community medicine departments of selected medical colleges and stakeholders from district administration. The SCBC was piloted and validated for use. The evaluation was then done based on pre- and posttest performance analysis, satisfaction survey, and questionnaires for reaction and learning components. Results: For a complete understanding of the program, students had to invest 52 hours of stipulated time. CBC assessment mean scores for a) problems in PHC and programmatic evaluation (78.9%) and b) identification of success and failure of programs (78.2%) were more than 75% mean score; whereas, assessment scores for topics on a) resource allocation and b) evaluation of program as write-up was 65% and 52%, respectively. As compared to the conventional method, the SCBC showed a critical evaluation score of 70% with a 0.001 significance level. Discussion and Conclusion: Students’ narratives were that they could understand as well as integrate them better on the field. There was enhanced satisfaction and encouragement. Structured curriculum will also help in making learning more student-centric and go a long way in boosting their creativity.

Reflecting on competence-based curriculum as a tool for improving pre-primary education in Tanzania

Reflecting on competence-based curriculum as a tool for improving pre-primary education in Tanzania

ENHANCING TEACHER PRACTICES IN ASSESSING FUNCTIONAL PERFORMANCE OF STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD): AN EMPIRICAL PERSPECTIVE

Youth students with Autism Spectrum Disorder (ASD) are at higher risk of functional skills deficiency, which presents a barrier to the acquisition of academic skills. This study examines teachers’ practices in determining the functional performance of students with ASD in stage-based education pathways in Kenya. A quantitative research design was employed, involving 47 teachers and 76 students with ASD from various primary schools. Data were collected using a self-administered rating scale for teachers and a modified version of the Vineland Adaptive Behaviour Scales for students. Descriptive and sequential regression analyses were conducted to evaluate teacher practices and their impact on students’ functional skills. Findings show that the identification and use of instructional resources were the most frequently performed practices among teachers, while the assessment of functional skills was the least. The study found significant correlations between teacher practices and students’ functional skill acquisition, particularly communication skills. However, the relationships among teacher practices were generally weak, indicating a lack of integration in their approaches. The study concludes that a comprehensive approach, incorporating multiple assessment practices, is essential for improving student outcomes. Recommendations include targeted professional development for teachers, standardized assessment practices, and increased collaboration with parents to support functional skill development in students with ASD. These findings underscore the need for enhanced training and resource access to optimize educational outcomes within the Competency-Based Curriculum framework.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0717/a.php" alt="Hit counter" /></p>

Tracing the Employability Competencies among BSE Graduates in Mid-Western Uganda

This study investigated the influence of competence acquired through the Bachelor of Secondary Education (BSEd) program on the development of employability skills among graduates in Midwestern Uganda. This research begets a core question- what are the relevant competencies for employability skills of graduate teachers in mid-western Uganda? To unveil the socially constructed realities shaping BSEd teachers' perceptions of competence and the development of employability skills, we applied qualitative methodologies particularly case study design with interviews. Hence the study found out that, well-mastered principles of the subject would render a university teacher graduate employable. Communication skill was also an antecedent for greater performance within the teaching trial. Several other skills were found to depict our study employability skills framework and cognizant of the nature of training that empowered the BSEd graduates in various employable skills. Withal, school administrators reported a lack of some of the 21st-century skills from the graduate teachers (for example problem-solving, and critical thinking skills). It’s recommended that universities align BSE programs with the competence-based curriculum to ensure more employable and relevant citizens

Level of Infrastructure and Resource Preparedness in the Implementation of Competency-Based Curriculum in Public Primary Schools in Baringo County, Kenya

Level of Infrastructure and Resource Preparedness in the Implementation of Competency-Based Curriculum in Public Primary Schools in Baringo County, Kenya

Level of Teacher’s ICT Competency in the Implementation of Competency-Based Curriculum in Public Primary Schools in Baringo County, Kenya

Level of Teacher’s ICT Competency in the Implementation of Competency-Based Curriculum in Public Primary Schools in Baringo County, Kenya