Transcript Promoting Competency

Promoting Competency-Based
Education
Key directions for the future
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Goal
Strategies to foster
competencies
and skills
needed in the labour market
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Lessons learned
 Wide variations by university, by region,
by faculty, by department
 Strengths in high levels of subject knowledge
 Weaknesses in many departments,
in
undergraduate skills and competencies needed in
the labour market, especially in Humanities
 Strengths in a few priority disciplines
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Current curriculum needs
Priority study programmes using
outcomes-based curriculum
Industry as partner in curriculum change
Academic staff development in
curriculum development and implementation
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Students’ unmet needs
Capability, confidence and security
Work experience
Career guidance
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Competencies desired by employers
 Open and positive
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mindset
Lead a team
Interpersonal skills
Initiative, creativity
Communicate effectively,
including in English
Computer literacy
Discipline-based
knowledge
 Willingness to learn
from a wide crosssection of people
 Dress sense, personal
grooming, business
etiquette
 Civic awareness and
responsibility
 Critical thinking and
problem solving
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Directions for the future:
Curriculum options
 Study programmes fostering competency
attainment within mainstream courses
E.g. in Humanities; Management; Agriculture
 Study programmes across subject areas
existing examples: engineering with sociology;
agriculture with science; medicine with
anthropology; science with management
 Study programmes to teach English,
Computing and generic competencies
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Change management
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Change in Sri Lankan Higher Education ?
Difficult ?
Possible ?
Available:
a critical mass of
committed change agents
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Recommendations
Policy on outcomes-based curricula
Monitoring : Quality Assurance subject
reviews
Incentives for professional development
 Incentives to staff through promotion criteria
Review of assessment practices
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Short-term project implementation
 Course materials developed
 Learning support materials developed
 Library and ICT resources available
 Computer labs strengthened
 Review of assessment practices
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Medium-term project
implementation
 English language teaching units upgraded and
strengthened
 Teaching of English introduced for all staff and
students to allow greater use of English as medium
of instruction and in administration
 Language translation centres for Sinhala and Tamil
strengthened
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Funding for sustainable action
Staff development units (SDUs)
strengthened

One Unit upgraded to provide national coordination and
support
Discipline/Subject networks enhanced
Curriculum Development Units strengthened
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Implementation example
 National staff development activities:
Annual conferences
Publications on learning and teaching
Website
Discussion lists
 Incentive Awards for quality teaching
Coordination of staff development short courses
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Student support funding
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Counselling and career guidance
Social harmony guidance
Work/community experience across disciplines
Learning support, mentoring
Skills development projects
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Transition to world of work
 Career Guidance Units
 One Unit upgraded to provide national coordination and
support
 Tracer studies
 Business Interaction Cells/Centres
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Conclusion
Vision
Policies
Consensus
Incentives
Pressure

Education
Quality
Relevance
Responsiveness
Equity
Educated
Competent
Learning
Citizenry &
Workforce

Economic
& Social
Development
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