What are the best practices for designing competency-based curriculum and instruction?

1 Define the competencies

The first step in designing CBCI is to define the competencies that learners are expected to achieve. Competencies are the observable and measurable skills, knowledge, and attitudes that learners need to perform effectively in a given context or domain. Competencies should be aligned with the learning goals and standards of the curriculum, as well as the needs and expectations of the learners and stakeholders. Competencies should also be clear, specific, and relevant, and expressed in terms of observable behaviors or outcomes. For example, a competency for a communication course could be: "Deliver an effective oral presentation using appropriate verbal and non-verbal techniques".

3 Develop the learning activities

The third step in designing CBCI is to develop the learning activities that will help learners develop and practice the competencies. Learning activities in CBCI should be engaging, relevant, and challenging, and provide learners with choice and autonomy in their learning. Learning activities should also be differentiated, meaning that they cater to the diverse needs, interests, and abilities of learners, and allow them to learn at their own pace and level. For example, a differentiated learning activity for the communication competency could be: "Choose a topic and format for your oral presentation from a list of options, and work individually or in a group".

4 Provide the learning resources

The fourth step in designing CBCI is to provide the learning resources that will support learners in their learning process. Learning resources in CBCI should be accessible, diverse, and high-quality, and offer learners with various sources and modes of information and guidance. Learning resources should also be flexible, meaning that they can be adapted and customized to the learners' needs and preferences, and enable them to learn anytime and anywhere. For example, a flexible learning resource for the communication competency could be: "Access a online module on oral presentation skills, with videos, quizzes, and tips".

5 Facilitate the learning environment

The fifth step in designing CBCI is to facilitate the learning environment that will foster learners' motivation, engagement, and achievement. The learning environment in CBCI should be learner-centered, collaborative, and supportive, and create a culture of trust, respect, and feedback among learners and instructors. The learning environment should also be responsive, meaning that it can adjust and respond to the learners' progress and needs, and provide them with appropriate challenge and support. For example, a responsive learning environment for the communication competency could be: "Monitor and adjust the level of difficulty and scaffolding for each learner, based on their performance and feedback".

6 Evaluate the curriculum and instruction

The sixth step in designing CBCI is to evaluate the curriculum and instruction that will ensure the quality and effectiveness of the CBCI approach. Evaluation in CBCI should be systematic, ongoing, and data-driven, and involve multiple sources and stakeholders in the process. Evaluation should also be reflective, meaning that it provides opportunities for learners and instructors to review and improve their learning and teaching practices, and identify the areas of improvement and innovation. For example, a reflective evaluation for the communication competency could be: "Conduct a survey and a focus group with learners and instructors, and analyze the results and feedback to improve the CBCI design".