Competency-based curriculum design in higher education

Abstract

This article tackles some of the implications of a competency-based curriculum. There is great controversy around the competency-based curriculum in part because of the different interpretations educational institutions attach to it. This approach, that has been implemented for a number of years worldwide, demands from institutions, among other elements, quality standards, revision of assessment processes, and the articulation of the institution as a whole in terms of ways of working. Another important implication is the decision of which competencies should be included and which not since some imply moving backwards or not advancing at all.  However, other competencies promote innovative practices and are susceptible to improve education. On the other hand, considering that we are in an era of great changes, in that the complexity of today's world requires universities that educate for change and uncertainty. To approach this situation from the conception of competence involves a series of commitments, redesigns and modifications in the institution structure as a whole, for which several universities that, in theory, define their curricula as competency-based, are not prepared to do so. Spaces of participatory reflection, the inclusion of all stakeholders in this curriculum redefinition could bring us closer to more contextualized and realistic scenarios.