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Competence-based curriculum

Presented in ICERI2014 Conference Seville. Ritva Mäntylä & Leila Nisula, Häme University of Applied Sciences Ltd.

Jaana Kullaslahti

on 23 February 2015

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Transcript of Competence-based curriculum

Evaluation of competence based curriculum and curriculum development work
Work life skills
Experts and consultants
Curriculum development process in higher education
The curriculum development process
in higher education
Six Universities of Applied Sciences
Five Academic Universtities
Student guidance
How is study guidance recorded in the curriculum?
How does the study guidance support the realisation
of learning ooutcomes?
What is the change in emphasis of the study guidance
over the course of the learning process?
How are the duties and responsibilities defined
for student guidance and who participates in guidance activities?
How are comparisons used in guidance at different stages
of a student's learning process?
How are self-assessment and refection utilised
in student guidance?
How is student wellbeing supported during
the learning process?

connecting strategy and activity
How are strategic choices presented in curriculum development?
How are strategies, operational plans, and curriculum development combined?
How is curriculum development managed at various levels in organisation?
How is jointly carried out curriculum development organised and resourced?
What kind of activity is supported and ensured with the integration of teaching and research?
How is the utilisation of expertice in organisation?
How are teachers encouraged to participated in pedagogic collaborations?
How is the continuous internal and external assessment of curriculum development implemented and taken advantage of?

Pedagogical methods
How do the pedagogic solutions support
a competence-based approach?
How is the learning process presented in the curriculum?
How do different learning environments facilitate learning?
How are individuality and a sense of community presented
in the curriculum?
How are expertise and competences developed through projects, and their subsequent integration in pedagogic practices described?
How is the study guidance provided during projects described?
How is networking presented in the pedagogic solutions
and learning outcomes?

Quality assurance
European framework
Bologna process
Work life orientation

How are the needs of working life defined in curriculum development?
Which party or parties are responsible maintaining working life partnerships?
How are relationships with working life systematically maintained?
What kind of partnership forms the basis for an orientation towards
working life?
How does cooperation with working life benefit all parties involved?
How is an orientation to work life assessed and developed in curriculum?

Pedagogical cooperation
• Who is responsible for managing pedagogic collaborations?
• Who is involved in pedagogic collaborations?
• What kinds of pedagogic collaborations are aimed for?
• How can the sharing of different experts' competence be ensured?
• How does a collaborative approach facilitate multi-faceted pedagogic solutions?
• How does a collaborative approach facilitate the development of a teacher/student's individual expertise?
• How does a collaborative approach ensure that curriculum development is carried out in a strategically consistent way?

. How important is a networked approach to curriculum development?
• How are strategic partnerships implemented in curriculum development?
• What does networking look like in practice?
• How is cooperation with representatives of working life implemented?
• How is cooperation with students implemented?
• How is intra- and inter-university cooperation implemented?
• In which ways and kinds of networks do teaching staff participate?
• How is networking supported?
• How is the feedback collected from the parties involved in a network utilised?
Structures and systems
• What structural factors support the implementation of a strategy?
• How is mobility supported by the structural choices made in a curriculum?
• How can the international equivalency of a degree qualification be maintained and benefited from?
• How do administrative systems (e.g. curriculum, implementation plan, timetables) support a competence-based approach to curriculum development?
• How is continuous assessment included in the curriculum develompent?
Work life relevance
How are general and subject-specific competences and areas of expertise described in learning outcomes?
How are changes in the labour market and the region presented in the degree profile?
How are aspects relating to employability presented in the curriculum, in terms of its content and structure?
How is regular cooperation with working life presented in the curriculum?
How well is the student able to work and benefit from his or her expertise during work while studying?

How has the primary function of the training been described?
How are the HE institute's strategic choices and
profiles presented in the competence descriptions?
How are the HE institute's strategic partners presented in the curriculum?
How is the curriculum structured, written, and how is the rationale for it explained?
How has the content of the degree structure been described and
how is the rationale for it explained?
How clearly, informatively, and comprehensively has
curriculum as a whole been described?
How does the curriculum describe and facilitate mobility
in current and future degree studies, including internationally?

How is continuous assessment described as a whole?
How is the assessment of competence and feedback
described at different levels?
How are the level of competence and its furthering presented
in the assessment criteria?
How do the chosen assessment methods support
the assessment of the intented learning outcomes?
How are competences developed during projects and
in work-based studies assessed?
Who participates in the assessment of a competence?
How is self-assessment used in the assessment of
learning and competence?
How is peer-assessment used?
How are previously developed competences assessed?

How are the subject description, degree competences, areas of expertise, and the learning outcomes associated
with the course/module strategically aligned?
How do the learning outcomes relate to the contents,
assessment (criteria and methods), and pedagogic solutions?
How are the various aspects of a competence presented
in the learning outcomes, contents, and assessment?
How is the accumulation and deepening of knowledge and
competence (general and subject-specific) described?
How does the curriculum system describe and facilitate mobility
in current and future degree studies, including internationally?

What is the curriculum all about?
Going with structure or pedagogy ahead?
A process or outcome?
How can external and internal deadlines, management and pedagogical practicies, individual and common aims all be made to support each other?

• How is the use of forecast data in curriculum development ensured?
• Whose responsibility is forecasting?
• With whom is forecasting done?
• How is forecast data collected?
• How is forecast data documented?
• What aspects of curriculum development does forecast data
have an impact on?

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