Model for Developing a Curriculum for a Behavioral Competency

 page 26-44

Maria Steffi P. Manhit 

Doctor of Philosophy in Curriculum Studies

University of the Philippines, Diliman

Assistant Professor, University of Asia and the Pacific

Keywords: Competency, behavioral competency, curriculum development model, curriculum

ABSTRACT

Educators are still finding it difficult to transition from the traditional subject-centered curriculum to a competency- or outcomes-based curriculum despite the directive from the Commission on Higher Education that all Higher Educational Institutions should do so. An Outcomes-Based Education is organized with focus on student exit outcomes and designed downward to the unit level. On the other hand, in the corporate setting, available framework for competency-based training and development focuses on either organizational or functional competencies where the starting point of developing a competency-based training curriculum is identifying and studying different jobs. However, there are behavioral competencies which cannot be standardized since its definition needs to be contextualized depending on the environment and the people’s perception of the competency. Present competency development models are limited to contextualizing the meaning of the competency and proceeding to assessment, without translating it into a curriculum. The study attempts to define the process of competency identification, assessment, and curriculum development since these are not clearly defined in other competency-based curriculum models.