Competency-based learning model in practice

Dedovic, Larisa; Music, Denis

doi:10.1109/sisy.2017.8080579

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…In literature there is confusion about the precise definition of a competence (Delamare and Winterton, 2005;Ennis, 2008;Mulder et al, 2006;Salman et al, 2020;Sultana, 2009;Winterton et al, 2006). In this paper we use the following definition: a competence is a demonstrated ability to apply knowledge and skills to successfully perform given tasks and functions in a given role or position (CEN, 2014;Dedovi c and Mu si c, 2017;Delamare and Winterton, 2005). A competence can then be described by a set of knowledge and skills elements.…”

Section: Literature Review Competencesmentioning

confidence: 99%

“…Vocational and applied university education is often built according to the concept of competency-based (or outcome-based) education (Curry and Docherty, 2017;Morcke et al, 2013). Although this concept has not been defined unambiguously, it usually refers to education with two specific elements: (1) it is based on specification of the outcome of the curriculum in terms of competences (Morcke et al, 2013), also referred to as backward design (Davidovitch, 2013;Richards, 2013); (2) the curriculum offers a flexible and individualised approach, in which each student can acquire the predefined competences in the order, method and pace that suit the student best (Curry and Docherty, 2017;Dedovi c and Mu si c, 2017;Morcke et al, 2013). Using this interpretation, traditional education follows a more or less fixed timetable that is not tailored to the individual student and can, but does not have to, be based on backward design.…”

Section: Competence-based Educationmentioning

confidence: 99%

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Information security education based on job profiles and the e-CF

Spruit

2021

HESWBL

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Purpose The information security field requires standardised education. This could be based on generic job profiles and a standard competence framework. The question is whether this is possible and feasible. To find out, the author did a case study: developing an information security master curriculum based on a generic PVIB job profile and the underlying competence framework e-CF. Design/methodology/approach The research is a case study, using Design Science. Starting point is the specification of the learning goals for a cybersecurity master curriculum, using a generic PvIB job profile and the underlying competence framework e-CF. The curriculum has subsequently been developed, using backward design. Thereafter, the curriculum has been submitted for accreditation to test the successfulness of the approach. Findings A generic job profile and a competence framework such as the e-CF support the development of standardised education. The generic PVIB job profile used works well. The e-CF can be useful, but requires modifications and the introduction of sub-competences. However, the main complaint concerning the e-CF is the use of examples instead of mandatory content. Originality/value Competence frameworks are available to formulate job descriptions, and are also suited for developing standardised education. Little research has been done on this. This case study shows that a competence framework is a useful tool for developing standardised education, although the e-CF may not be the most appropriate.

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