Paradigms for Contextualizing Competency Based Curriculum in Africa: Inferences from the OECD Countries
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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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Published: 06 March 2023

Paradigms for Contextualizing Competency Based Curriculum in Africa: Inferences from the OECD Countries

Yasin Mohamed Gulled

National Taiwan Normal University

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

10.31014/aior.1993.06.01.721

Pages: 464-475

Keywords: Competency-Based Curriculum, Content-Based Curriculum, Mastery, Training and Assessment, Labor Market Demands

Abstract

Competency-based curriculum (CBC) has gained significant attention in recent years as an innovative approach to curriculum design and delivery. This paper explores the use of competency-based curriculum in educational settings and its potential impact on student learning outcomes. It specifically portrays how various countries in OECD utilized the system and urges African countries to undertake the pre-tested approaches by the OECD countries. The paper first provides an overview of CBC and the key principles that underpin this approach. It then discusses the advantages of using CBE, including the ability to personalize learning, increase student engagement and motivation, and improve workforce readiness. The paper also examines the challenges and limitations of implementing CBC, including the need for robust assessment practices, alignment with instructional and assessment methods, and the importance of teacher training and support. Lastly, the paper presents case studies of schools and institutions that have successfully implemented CBC, highlighting best practices and lessons learned. Overall, this paper argues that competency-based curriculum has the potential to transform traditional education by shifting the focus from seat time/knowledge-based to mastery of competencies, thus better preparing students for the demands of the 21st century workforce.

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