Comparative analyses of knowledge-

based and competency-based

approaches
Done by:
Xeny Dubrovina
FL: 2FLs (Master course II)
Almaty, 2013
Introduction
Comparing parameters
Educational
process
organization
Educational process organization
Assessment
Written and oral exams
Various strategies, including
portfolio, project, etc.
Timetable
Fixed Flexible, self-paced
Resources
Often based on texts, restricted
access
Variety of resources, easy access
Link between theory and practice
Focus on awareness, limited practice
Focus is on ability to solve practical
tasks
Ultimate goal (result)
Complex of knowledge and skills Complex of competences
Teachers perspective
Role:
control what, when, where and in what context the
class learns
identify needs and design and deliver to address needs
Staff:
Academic expert
Facilitator with industrial experience
Decision making
Teacher reliant
Students led
Students perspective
discipline
motivation, initiative, maturity
Important
characteristics
for the whole class, unification
suit individual learner, diversification Program design
is not recognized
accredited
Prior
experience
immitative, reproductive
productive, creative, reflexive
Major activity
References:
..
. , 2010 . 89-118;
COMPETENCY-BASED VERSUS TRADITIONAL COHORT-
BASED TECHNICAL EDUCATION: A COMPARISON OF
STUDENTS'PERCEPTIONS. Bell. J., Mitchell. R. (2000). Vol. 17
No1. Retrieved
from:http://scholar.lib.vt.edu/ejournals/JCTE/v17n1/bell.ht
ml
COMPETENCY-BASED EDUCATION (2013). Retrieved from:
http://education.ky.gov/school/innov/Documents/KY_CBE_
Final_HR1-10-13.pdf