Competence-Based Education (CBE)

This study aims at analyzing from a conceptual and methodological point of view, the demarche of elaboration of the National Qualifications Framework for Higher Education (NQFHE), trying to identify the benefits brought by such an approach, but also the difficulties the actors involved might face (universities, students, employers, institutions etc.). We start from the premise of considering NQFHE, just like its authors, as being a coherent structure of organization and classification of qualifications, an important step in the European recognition of diplomas and qualifications.

The analysis starts from the critical evaluation of conceptual bases of NQFHE setting up (key-concepts, competency categories, description of qualifications in terms of learning results, acquaintance with the used descriptors etc.) and it gets to the methodological implications of describing the qualifications (the NQFHE matrix, the work instruments, The National Register of Qualifications in Higher Education – RNCIS etc.)

1.1. Competence-Based Education: an educational philosophy and practice Many definitions and conceptual frameworks have been advanced over the past twenty years in an attempt to reduce the confusion and to improve the use of the words competence, competency, and competency model (Folley, 1980; Blank, 1982; Boyatzis, 1982; Zemke, 1982; Marlowe & Weinberg, 1985; McLagan, 1990; and Kolodziejski, 1991 apud Berdrow & Evers, 2010).

Competences can be defined as observable patterns of knowledge and skills, sustained by specific personality traits (measurable) a person is in need of, in order to

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Barbu Gheorghe, Ciucurel Manuela / Procedia – Edu World 2010

successfully accomplish the responsibilities for the position held in the company (Boyatzis, 1982; Wood & Payne, 1999; Zlate, 2004).

After Parry (1996) “a competency is a cluster of related knowledge, skills, and attitudes that affect a major part of one’s job (a role or responsibility), that correlates with performance on the job, that can be measured against well accepted standards, and can be improved via training and development ” (Parry 1996, p. 50 apud Berdrow & Evers, 2010).

An integrated approach view sees competence as a complex combination of knowledge, attitudes, skills, and values displayed in the context of task performance (Gonczi, 1997; Hager, 1995).

A relational view is similarly holistic, acknowledging the cultural context and social practices involved in competent performance, reflecting how personal attributes are used to achieve outcomes in specific jobs, located within organizational relationships, labor market and society (Jones & Moore, 1995).

One considers that the beginning of competency approach model in human resources management is related to two authors, David McClelland and Richard Boyatzis, the first one to use competency being Boyatzis in 1982.

Boyatzis proposed a model of the competences required in work, a model which consisted of 21 de competences grouped in 6 clusters, each competence being defined on three levels: reasons and features, self image and social role, skills. Boyatzis stated as well that “it is easiest to think of a competency in its most generic form as any underlying characteristic an individual possesses and uses which leads to successful performance in a life role (Boyatzis, 1982 apud Wood & Payne, 1999).

One notice that the author has taken into consideration personality traits and observable behaviours, all being considered characteristics of the person and being correlated with the high performance obtained in the company.

Prior to competency approach model in human resources management one should mention another approach which comes from the education and training field, competency-based education and training (CBE).

From a historical perspective, competency-based education and training model was proposed by Richard Burns and Joe Klingstedt, in a book in 1972 (therefore with 10 years before the launch of the competency approach model in human resources management).

The authors link competency-based education to an earlier group of philosophers called the Experimentalists and according to Burns and Klingstedt, many educators were part of the Experimentalist group in the mid- to late 19th century; from this philosophical perspective, these educators began to shape educational practice (Burns & Klingstedt, 1972).

Competency-based ^education and training is an educational philosophy and practice that places emphasis on skill attainment and proficiency. The goal of this movement is to help students master a skill to a level deemed proficient. The educational system is built around fostering proficiency in each student. The development of objective standards that determine what may be called competent and proficient is also a concern of this movement (Right, 2010).

In a competency-based educational model, the criteria for passing are set as an external and objective goal. Also, progress made toward that goal may take different forms and may advance at different rates for different students; however, the standards that determine competency remain the same (Right, 2010).

This educational model presupposes a teacher who is familiar with setting objectives and who is capable of helping his / her student in reaching these objectives.

Student and teacher are equal partners in the student's process of learning. Differentiation of

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instruction is a skill necessary for effective competency-based instruction, so that every unique student has an equal opportunity to learn to the best of her/his ability.

Berdrow & Evers (2010) argue for the competency-based education as a tool in learner-centered, self-reflective pedagogy and self-assessment. Also, the authors speak about the role of professional higher education in the development of reflective practitioners (Berdrow

& Evers, 2010).

1.2. Competence-Based Education: a policy approach then an educational model Popular in the United States in the 1970s in the performance-based vocational teacher education movement, competency approaches are riding a new wave in the 1990s with the National Vocational Qualifications (NVQs) system in England and Wales (begun in 1986), New Zealand's National Qualifications Framework, the competency standards endorsed by Australia's National Training Board (NTB), and the Secretary's Commission on Achieving Necessary Skills (SCANS) and the National Skills Standards initiative in the United States (Right, 2010).

Within the European Space of Higher Education, competency-based education model may be easily identified in all the documents of the European Commission and especially in those referring to the elaboration of European Qualifications Framework (EQF). Also the objectives established by the European Union through Lisbon Strategy and Bologna Process aim at transforming the higher education systems in more flexible, more coherent systems which to be more open to the needs of the society, able to face the challenges of globalization and necessity of training and retraining of the European labour force (The recommendation of the European Parliament and of the Council regarding the setting of EQF, 23 April 2008).

Competency-based education is perceived by some as the answer, by others as the wrong answer, to the improvement of education and training for the complex society (Harris et al. 1995).

The competency movement is based on the assumptions that more education and training results in better economic performance and that serving industry needs best serves individual and societal needs (Gonczi, 1997).

Proponents of CBE promote it as a way to improve the correspondence between education / training and workplace requirements (Harris et al. 1995). It is individualized, emphasizes outcomes (what individuals know and can do), and allows flexible pathways for achieving the outcomes. It makes as clear as possible what is to be achieved and the standards for measuring achievement.

For its opponents, CBE is conceptually confused, empirically flawed, and inadequate for the needs of a learning society (Chappell 1996; Ecclestone 1997).

Both sides seem to agree that these criticisms are valid when competence is conceptualized in behavioral terms. The behaviorist framework breaks down competence into the performance of discrete tasks, identified by functional analysis of work roles.

Because of the complexity of real-work situations, behavioral objectives can never be achieved in practice (Jackson, 1994). Instead, studies suggest that people make judgments and review, reflect on, and change behavior, continually reconstructing relevant and useful knowledge as they interact with a situation (Hodkinson & Issitt, 1995).

Also, the behaviorist conception competence as individual and value free is contradicted by research suggesting that competences are social constructions or cultural practices (Collins, 1993; Harris & al., 1995).

Finally, that debate should not be about the merits of CBE as an educational method because it is actually a policy approach. The competency standards movement is

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closely tied to political initiatives for global competitiveness (Jackson, 1994). The same opinion is also expressed by Right (2010): competency standards are propelled by a strong political impetus as the way to prepare the work force for the competitive global economy (Right, 2010).

2. Competence-Based Education and National Qualifications