A challenge for Future-Oriented Education

Competence-Based Learning and Teaching

Chris Van Keer, em. Prof. KU Leuven EHEC - Cairo, December 2020

… A challenge for Future-Oriented Education

Faculty of Engineering Technology 2

Prof. Em. Dr. Chris Van Keer -  1969: BSc. (Candidate) Biological Sciences – University of Antwerp (BE) -  1971: MSc. (Licentiate) Botanical Sc. – Biochemistry and Plant Physiology – Univ. Gent (BE) -  1978: PhD. Microbiological Sc. – Univ. Gent (BE) – – – Asist. Prof. (1971-1978) -  1974-1979: Teaching assignment – PHO (HE – Teacher Training Inst.) Gent (BE) -  1979-2007: KaHo Sint-Lieven – Polytechnic Inst., Gent (BE) – Prof. Microbiology

and Vice-Dean Dept. Biochemical Engineering Technology (1990 – 2011) -  2007-2011: KU Leuven (BE) – Dean of Faculty of Engineering Technology -  Sept. 2011: official retirement from KU Leuven Additional positions and assignments: -  1994 – today: co-operator and coordinator within the European projects’ frameworks Erasmus –

Socrates – Tempus – Erasmus+, including teaching assignments in partner universities in Ireland, Spain, Portugal, Finland, Russia, Poland, Bulgaria, Bosnia i Hercegovina, Serbia, Croatia, Bulgaria, Ukraine, Georgia, Armenia, DR Congo, India, Ecuador

-  2004 – 2012: Coordinator of the Erasmus Mundus Master Course Sefotech.Nut -  1995 – 2010: Founder and coordinator of the KAHO R&D, in-campus company for research and

development of KAHO Polytechnic, Gent (BE) – Merged with Leuven R&D in 2010


Competence Based Learning and Teaching How to create a competency based curriculum guided by European experience

1.  Introduction. Competence Based Learning:

A Challenge for Teaching and Learning in Higher Education

What is CBL and why to introduce it ?

2.  Curriculum development: our experience with EMMC Sefotech.Nut

3.  Implementing CBL in HE: how to start ?

What, why, how … CB-L&T ? Where shall we go ?



Chris Van Keer, em. Prof. KU Leuven EHEC, December 2020


Academic education: organization in Europe – Common old school -  A time-based system -  An academic year comprising 60 credits (ECTS/CATS*);

ECTS credits defined in terms of study load; curricula and qualifications (degree / diploma) defined in National Qualifications Frameworks (NQF)

-  An end-of-year/term examination system with a pass / failure system; critical threshold values (pass / fail) determining transition to a subsequent academic “year”

… do we really need THIS system? * ECTS: European Credit Transfer System CATS: Credit Accumulation and Transfer System

1.  Introduction. Competence Based Learning: A Challenge for Teaching and Learning in Higher Education ______________________________________________________________________________


Is there an alternative for this organization of academic education? Competency-based education/learning (CBE/CBL) ...

empowers learners to focus on mastery of valuable skills and knowledge and learning at their own pace.

Ref.: Deb Everhart, 2014 https://blog.blackboard.com/3-key-characteristics-of-competency-based-learning/



-  The learners’ view -  Before: … mastering a broad domain of science and knowledge -  CBE: … becoming prepared and trained people for a productive and

performing life in a continuously changing society …

-  The teachers’ view -  Before: … creation and transfer of knowledge and skills … -  CBE: … offering the students the best way for acquiring competences for

adequate functioning in today’s society …

… a 180 degree-shift in Teaching and Learning



A real shift: From teacher centered learning

to student centered learning

Students need personalized development to become competent participants in modern life …

that is the aim of learning towards competence.



Learning towards competence … What are Competencies? -  In general terms, competencies are “characteristics” that an individual

must demonstrate to be effective in a job, function, role, task, or duty. -  These “characteristics” include:

-  technical knowledge/skills (what a person knows or demonstrates regarding facts, technologies, a profession, procedures, an organization, etc.),

-  job-relevant behavior (what a person says or does that results in good or poor performance),

-  motivation (how a person feels about a job or organization).

Ref.: https://www.campusservices.harvard.edu/system/files/documents/1865/harvard_competency_dictionary_complete.pdf



Speaking about competence … What are competencies?

A competence is a quality, ability, capacity or skill that is developed by and belonging to the student.

A learning outcome is a measurable result of a learning experience which allows to ascertain to which extent / level / standard a competence has been formed or enhanced.

Learning outcomes are not properties unique to each student, but statements allowing to measure whether students developed their competences to the required level.

Aurelio Villa Sánchez and Manuel Poblete Ruiz (eds), 2008 http://www.tucahea.org/doc/Competence-based%20learning%20Alfa%20Project.pdf



Speaking about competence … What are competencies? -  Competencies include:

-  Knowledge, what a person knows and demonstrates he knows -  Skills, what a person is able to do using that knowledge -  Attitudes: how a person behaves in a function or a job

-  Which competencies shall students acquire? Competences are identified through the study of jobs and roles.

So, in higher education each study program shall be based on a thorough study of the competencies that a graduate will need for adequate functioning in society in a specific function.

-  Competencies can be measured via learning outcomes.




Speaking about competence … Which competencies?

One may usefully distinguish two broad categories of competencies needed in professional practice. Generic competencies: which in general, will be required of all professionals, irrespective of their specialized activity; i.e. general academic skills and attitudes Domain-specific competencies: competencies which are quite specific to each specialized area of professional activity; i.e. mainly knowledge and skills

Segal, A., Generic and specific competence, Medical Education, 14, 19-22, 1980 https://doi.org/10.1111/j.1365-2923.1980.tb02285.x



Speaking about competence … Which competencies? ‘Generic’ and ‘subject specific’ competences

A generic competence is a competence which is transferable between subject areas. •  Instrumental generic competences •  Interpersonal generic competences •  Systemic generic competences

Lokhoff J. et al., 2010 http://www.core-project.eu/documents/Tuning_Guide_Publicada_CoRe.pdf



Speaking about competence … Which competencies? Generic Competencies according to Aurelio Villa Sánchez & Manuel Poblete Ruiz, 2008 http://www.tucahea.org/doc/Competence-based%20learning%20Alfa%20Project.pdf

1. Instrumental Generic Competences Analytical Thinking Systemic Thinking Critical Thinking

Creative Thinking Reflective Thinking Logical Thinking

Analogical Thinking Practical Thinking Deliberative Thinking

Team Thinking Time Management Problem-Solving Decision-Making Learning Orientation Planning Computer Skills Database Management Oral Communication Writing Skills Foreign Language Proficiency



Speaking about competence … Which competencies?

2. Interpersonal Generic Competences Self-Motivation Adaptability Ethical Sense

Diversity and Inter-culturality Conflict Management And Negotiation

Interpersonal Communication Teamwork Transparency

3. Systemic Generic Competences Creativity Enterprising Spirit Innovation

Objectives-Based Managing Leadership Project Management

Quality Orientation Achievement Orientation Loyalty



Speaking about competence … Which competencies? ‘Generic’ and ‘subject specific’ competences (ctd.) A subject-specific competence is a competence performed in a specific subject area and typical of that subject area. For example: •  Ability to demonstrate knowledge of research techniques and technology •  Ability to use research techniques and technology. •  ../.. Lokhoff J. et al., 2010 http://www.core-project.eu/documents/Tuning_Guide_Publicada_CoRe.pdf



Speaking about competence … How to measure competencies?

A generic competencecompetence is measured by ego‐resiliency, reflecting fexibility and ability to solve developmental problems.

Domain‐specific competencies can be measured by school achievement (learning outcomes) and social preference.

Marcel A. G. van Aken, The development of general competence and domain‐specific competencies, European Journal of Personality, Vol. 6, 4, 1992 https://doi.org/10.1002/per.2410060403



Competencies should lead to performance Competencies and Performance Development/Management

-  ../.. -  At the individual level the focus on competencies enables people to take a

proactive role in their own development by providing guidance in efforts for change of behavior.

-  At the organizational level the focus on competencies in performance development/management enables us to align individual performance with values and strategy while maximizing individual performance in the pursuit of specific work-related objectives and behaviors.

-  ../..




Competencies should lead to performance -  Competencies and Performance Development / Management

-  In performance development, personality- and outcomes-based approaches provide no constructive developmental focus on behaviors. Approaches that recognize the need to provide individuals with feedback on job responsibilities / objectives, competencies or behaviors effectively contribute to performance development.

- ../..

-  Hence: giving (students) feedback on function responsibilities as well as competencies, contributes to performance development … so we need personalized learning, continuous assessment and coaching of learners.




CBL, Learning towards competence requires a strategic and student-centered T&L approach -  ../.. -  CBL is not new; already for over 100 years, there is a tendency towards

education for competence in job performance improvement (Taylor, 1914) and in primary and secondary education and in technical and vocational education and training.

-  ../..



CBL, is not new in primary and secondary education and in technical and vocational education …

https://aurora-institute.org/resource/when-success-is-the-only-option-designing-competency-based-pathways-for-next-generation-learning/

https://www2.slideshare.net/comsats/objectives-of-montessori-learning



CBL, Learning towards competence requires a strategic and student-centered T&L approach -  ../.. -  CBL has been imposed in HE by today’s social requirements aiming

at active participation in all aspects of society, and hence, also in the professional environment. Society became an important external stakeholder in HE.

-  Learning for competences means personalized learning and requires an adapted pedagogical concept and teaching methodology.



Learning towards competence ≡ Student centered teaching

-  Degree programmes are often still designed on the basis of tradition and already available resources, i.e. ‘input-based’ and ‘staff-centered’, emphasis is placed on the individual interests of academic staff or on the existing organization of studies.

-  Student-centered programs require a change of mindset of academic staff responsible for designing and delivering degree programmes, i.e. degree programmes should be developed and organized in view of the desired results. A change of mindset always requires training ... training ... and retraining.

Ref.: http://www.core-project.eu/documents/Tuning_Guide_Publicada_CoRe.pdf



Learning towards competence ≡ Student centered teaching (ctd.)

-  Changing to student-centered programmes fits into a process of educational innovation to make degree programmes and ‘qualifications’ (academic awards given on completion of a program) ‘fit in purpose’ as well as ‘fit for purpose’. This means: -  the outcomes of a learning process should meet the aims of

the program; -  outcomes should meet the needs of students and society,

ensuring employment, personal development and citizenship.

Ref.: http://www.core-project.eu/documents/Tuning_Guide_Publicada_CoRe.pdf



Learning towards competence ≡ Student centered teaching (ctd.) -  The precise number of credits allocated to individual learning units or entire

programmes reflect the amount of time a learner normally needs to achieve the pre-defined learning outcomes (i.e.: the student’s work load / study load).

-  The successful acquisition of these learning outcomes is formally verified at the end of the learning unit and/or the degree program.

Hence: -  Allocation of credits to learning units: ECTS-credits are used for ‘dimensioning’ learning

units. -  Assessment. Here above the periodical assessment is conceived as a summative testing

allowing for awarding of credits or qualifications; CBL in practice requires a personalized learning pathway with regular continuous assessment (formative testing) to provide the learner with coaching to reach the program’s aims: learning outcomes and competences.

-  Ref.: http://www.core-project.eu/documents/Tuning_Guide_Publicada_CoRe.pdf



Practical Benefits of Competency-Based Education -  Motivated and engaged students -  Learners’ improved ability to recognize, manage, and continuously build upon

their own competencies and evidence of learning -  Students can get more efficient and potentially ‘lower-cost’ degree options -  Greater understanding of learning outcomes throughout the academic institution -  Courses, learning resources, and assessments are aligned to well-defined goals -  Outcomes-based frameworks for efficient and continuous improvement at course,

program and at institutional levels.

-  Increased student retention and completion rates, particularly when prior learning can be applied to degree progress

-  Employers’ improved ability to understand graduates’ competencies and learning achievements

https://blog.blackboard.com/3-key-characteristics-of-competency-based-learning



Practical problems regularly met when introducing CBL: Despite the numerous benefits of using instructional materials problems are often met: -  inadequate teachers' professional knowledge and technical know-how,

-  low teacher competence in the area of effective instructional resource utilization, -  insufficient awareness of types of instructional materials for use in teaching, -  insufficient time allocation to accommodate utilization of effective instructional

materials, -  lack of finance to acquire or improvise needed instructional materials, -  lack of opportunities for in-service training/refresher course for teachers to update

their knowledge on the use of adequate instructional materials in teaching process. Ref.: Bates, 2014 https://www.tonybates.ca/2014/09/15/the-strengths-and-weaknesses-of-competency-based-learning-in-a-digital-age/



Competence based learning impacts … -  The learners / students

-  The teachers / academic staff -  -  The society / professional environment



First, why do stakeholders in our educational ecosystems care about changing their practices to incorporate competency based learning? -  Part of the impetus comes from learner-centric shifts in education

driven by social and economic pressures. -  There is also a growing realization that educational practices need to

change to effectively focus on learning. -  IT supported T&L methodologies offer many benefits to realize student-

centered educational practices -  And there are also potential benefits fundamental to the long-term

success of our educational institutions.

Everhart, 2014



CBL stakeholder ♯ 1: the Student

-  CBL focuses on the learner as an individual. -  It provides opportunities for each individual to develop skills, to collaborate

with others, and to collect evidence of learning. -  Learners get the ownership of learning, learn at their own pace and expand

their lifelong learning pathways; -  Students should be involved in assessment of the pre-defined

competencies set for the program and for the learning units, assessment of the realized learning outcomes and competencies; assessment of the teaching methods and should be involved in program review processes.



CBL stakeholder ♯ 2: the university and the academic staff -  A university that focuses on the student is aiming at educating the student as a

whole, the prime indicator of the university’s achievement is what students become as persons.

-  Academic staff grow professionally as they articulate the learning outcomes in their areas of expertise and embed them in valuable learning experiences, developing new teaching strategies and including new teaching methodologies.

-  Academic leaders provide engaging curricula that advance knowledge and produce graduates who can demonstrate what they’ve learned.

-  Quality of academic education shall be guaranteed by periodic review of curricula, based on the outcomes of quality (and accreditation) audits.

-  Institutional leaders focus on new ways of identifying barriers to success and achieving improved outcomes; these outcomes improves the institute’s academic position and educational leadership.

Gier, 2009


Conclusion -  CBL is learning towards competences Society -  CBL is focusing on active learning Students -  CBL requires new pedagogical and Faculty

methodical approaches, -  Building a new learning environment University

using IT-supported electronic management methods and techniques




Conclusion -  Students turn to more self-directed learning -  Teachers

-  Need to switch from lecturing to coaching and tutoring -  Need to understand and adopt new pedagogical concepts (e.g.: Bloom’s taxonomy) -  Need to adapt program design and curriculum development -  Need to master computer supported teaching methods

-  The university management -  Shall support the new pedagogical and methodical concepts -  Shall provide the required resources: human resources, material resources, training

and retraining facilities


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Bloom’s Taxonomy, with an overlay of AVR – by University of Arkansas

New learning strategies: Bloom’s taxonomy: 6 levels of cognitive learning

Bloom’s digital taxonomy


Implementing CBL creates new requirements: -  Active learning by students asks today for the use of new and

computer supported methods, … -  “activating” teaching and adapted course design by faculty, … -  and a supportive university management in academic domains,

as well as in technical management and HR management. Hence: -  Train and retrain teachers in the use of new methodologies -  Raise awareness and train faculty and university management



Conclusion: CBL and society

The professional entourage and representatives of society groups should be involved in: -  identification of required competences for academic program

development -  regular review of curricula -  accreditation of curricula


Glo

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Objectives

The knowledge and skills students have to acquire

Sefotech.Nut Erasmus Mundus Master Course … a CBL-based experience

Competence Based Learning and Teaching



The making of the master course Sefotech -  What was done before -  Construction of the concept of the master curriculum: to provide a –

scientific and technological – professional education at academic level -  Making the outline of the master curriculum -  Course development phase: -  Submitting the curriculum concept and proposal to the academic council

of the four partner institutions for assessment - Application for approval -  Course material preparation in each of the course delivering institutions -  Invitation of visiting professors and lecturers from professional / industrial

organizations

2. Competence Based Learning in HE: the story of EMMC SeFoTech …


The making of the master course Sefotech -  What was done in advance:

-  During +5 years -  Finding academic partners for organization of international short intensive courses -  Selection of international partners and choice of domains of interest (connected to food

industry) -  Exploration of the scientific and technological domains in which the partners are strong

and renowned -  Organization of (4) international short intensive courses

-  The concept of the master curriculum -  The outline of the master curriculum -  Course development phase: -  Submitting the curriculum concept and proposal to the academic council -  Course material preparation in each of the course delivering institutions -  Invitation of visiting professors and lecturers from professional / industrial

organizations



The making of the master course Sefotech -  What was done before -  Making a concept for the master curriculum

-  Setting the goal: making and offering internationally a professional education at academic level

-  Wording of general program objectives “The aim of the European M.Sc. Degree program is to foster and develop knowledge and awareness of scientific trends and health issues in food science, technology and nutrition in a global context.”

-  Selection of desired competences General competences: all connected to scientific thinking, technological thinking, project management, learning management, an international mindset, interpersonal communication, reporting, … Specific competences: all connected to food science, food processing technology and nutrition with emphasis to the specific domains offered in the optional modules

-  The outline of the master curriculum -  Course development phase: -  Submitting the curriculum concept and proposal to the academic council of the four

partner institutions for assessment - Application for approval -  Course material preparation in each of the course delivering institutions -  Invitation of visiting professors and lecturers from professional / industrial organizations

2. Competence Based Learning in HE: the story of EMMC Sefotech …


The making of the master course Sefotech -  ../.. -  The concept of the master curriculum -  The organizational outline of the master curriculum

-  60 Credits: 10 modules of theory and practice -  6 compulsory core modules offered by two partners -  and 4 optional modules to chose out of a list of 8 options

-  30 Credits: Course mod. (11) - Professional competence module (placement in industry or in academic research)

-  30 Credits: Course mod. (12) - Academic master project / thesis -  Course development phase: -  Submitting the curriculum concept and proposal to the academic council

of the four partner institutions for assessment - Application for approval -  Course material preparation in each of the course delivering institutions -  Invitation of visiting professors and lecturers from professional / industrial

organizations



The making of the master course Sefotech -  ../.. -  The outline of the master curriculum -  Course development phase:

-  Definition of the admission criteria -  Definition of the course calendar -  Definition of the modules’ providers (international) and course unit leaders -  Formation of a project team for each course module and project time schedule -  Formulation of the module’s learning goals -  Drawing up the ECTS course sheets -  Writing out the course contents for all course units -  Making of the course materials -  Defining the modules’ assessment system and procedures -  Defining the final grade awarding system and procedures

-  Submitting the curriculum concept and proposal to the academic council of the four partner institutions for assessment - Application for approval

-  Course material preparation in each of the course delivering institutions -  Invitation of visiting professors and lecturers from professional / industrial

organizations



The making of the master course Sefotech -  ../.. -  Course development phase -  Submitting curriculum concept and proposal to the academic council

of the four consortium institutions: -  for administrative approval of financial and organizational management plans; -  for approval of the academic content and quality level; -  for final institutional approval of conformity of the proposed curriculum with the

(national) accreditation rules applicable to the institutes involved. -  Course material preparation in each of the course delivering institutions -  Invitation of visiting professors and lecturers from professional / industrial

organizations



The making of the master course Sefotech -  ../.. -  Submitting the curriculum concept and proposal to the academic council -  Course material preparation in each of the course delivering institutions

-  Done by academic teaching staff from all (four) institutes -  Coordination by the course unit leaders -  Preparation of all course texts and reference papers / handbooks -  Handbooks: copy of course handbooks made available for students -  Publishing of all study materials on the university’s electronic learning

platform -  Set up of teaching methods: ex cathedra, flipped classroom, projectwork,

groupwork, lab practice, study visits, … -  Set up of all assessment methods and formats: written examination

(multiple choice, open questions), essay, PPT-presentation, peer assessment, continuous assessment with feedback; including publication of exam test questions on e-learning platform.

-  …

-  Invitation of visiting professors and lecturers from professional / industrial organizations



The making of the master course Sefotech.Nut -  ../.. -  Course material preparation in each of the course delivering institutions -  Invitation of visiting professors and lecturers from professional / industrial

organizations. -  Visiting professors from associated consortium members: Tufts Univ. (USA),

National Institute of Public Health of Mexico, Michurinsk State Agrarian University (Russia), National Dairy Research Institute, Karnal (India), Nothwest A&F University (China);

-  Visiting reknown professors from other universities, known from congress or symposium activities;

-  Several university professors-grantholders from the EU-Erasmus Mundus program; -  Visiting lecturers from national and international food industry companies,

some of them graduates of the Sefotech consortium universities, others selected from industry research project partners.



Historical evolution of Sefotech.Nut -  2004, EU-recognition of EMMC Sefotech.Nut and preliminary EU-accreditation;

the first year was used for practical organizational activities, no students accepted -  2005, start of the master course in a 90-credits formula -  2009, start of the internal Accreditation Self-Assessment process -  2010, second EMMC granted and preliminary EU-accreditation; first review

expanding to 120 credits by adding the Professional Competence module -  2010, mid-2010, external accreditation audit by NVAO (Flemish-Dutch

Accreditation Organization) -  2011, formal approval by NVAO and accreditation by the Ministry of Education -  2013, formal recognition of Sefotech master course in the KU Leuven, Faculty

of Engineering Technology -  2016, Third EMMC grant after review of the course content and reworking to

Master of Science (BiFTec-FOOD4S) European Master of Sustainable Food Systems Engineering, Technology and Business https://onderwijsaanbod.kuleuven.be/opleidingen/e/CQ_55521966.htm#activetab=diploma_omschrijving



Sefotech and CBL … What makes Sefotech an early CBL-course?

-  A study program built by university teachers -  Starting from the program aims and required competences’ definition -  Using individualized acceptance criteria for student intake on the

basis of previously acquired competences -  Students information (aims, learning content, methods of teaching and

assessment, …) by use of ECTS files for each learning unit. -  Modular teaching system in 3 weeks’ learning units, including student

personalized learning elements and periods -  Extensive use of the university’s electronic learning platform for course

organization, supply of teaching materials, retrieval of study materials, online learning, Internet access, communication (student-student and student-staff), examination / assessment of students’ learning outcomes

-  For use of IT, we provided rental laptops at low cost upon request. -  ../..



Sefotech and CBL … What makes Sefotech an early CBL-course ? -  ../..

-  Including (IT-supported) new teaching methods (flipped classroom, video, …) -  Self-directed working by students was encouraged -  Diverse assessment methods for dedicated outcomes’ testing (formative and

summative tests, written exams, written papers, multiple choice tests, oral examination, PPT presentations, continuous assessment, …, and feedback on test results individually to students)

-  Including assessment of teaching materials and teaching methodologies (including individual assessment of teaching staff performance by students)

-  Regular follow-up of graduates’ professional advances (social media) -  Follow-up of graduates’ assessment of the curriculum immediately after

graduation, 1 year later, 5 years later (and planned after 20 years) providing input for curriculum review.

-  ../..



Sefotech and CBL … What makes Sefotech an early CBL-course? -  ../.. -  There is a strong linkage with the work field (industry production and

research; academic research) by using invited lecturers and by involving them in students’ assessment and in curricula review and improvement.

-  The intensive involvement of external professionals in the teaching process results from good earlier linkage of the university’s teaching staff to industry (research and scientific service projects), but also contributes in keeping the academic staff involved in ongoing developments in the work field.

-  …



Sefotech and CBL … What made Sefotech a not-so-perfect CBL-course ? -  Working in three weeks modules is rather stressing and does

not easily allow students to work at an individual pace. -  More time should be spent for tutoring and coaching of students.

We had no specific “student-mentors”, nor “course mentors” -  Teaching staff training and retraining in new teaching

methodologies should be intensified (today retraining and updating courses are freely accessible and offered for free).

-  Assessment results should be communicated (almost) immediately, which for practical reasons could not always be done.

-  …


CB L&T – Where shall we go ? ... A challenge to start

Competence Based Learning and Teaching



Introducing CBL in HE: how to start ? -  Create an “active learning project team” with the early-adopters -  Make a rough outline of the CBL project and submit this proposal to

the faculty and the university management level; you ‘ll need their support ! -  Study the literature information on CBL and active learning -  Set up the project for a (very) limited number of courses and create

a corresponding number of project teams with motivated staff members. Now you’re launching a change management project ! So, follow the rules for good project management.

-  Start the project (for each selected course) … it’s might be difficult, not dramatic -  Defining competences students shall achieve -  Review existing course contents, materials and course documents (ECTS files) -  Review teaching methods; check feasibility for new methods and available materials -  Adapt examination and assessment procedures -  Teach … … … and review the course after the first year of teaching

3. Implementing CBL in HE: how to start


Introducing CBL in HE: working towards accreditation NAQAAE – National Authority for Quality Assurance and Accreditation of Education: established in 2006; organized by executive regulations in 2007. A key part of its role is to review how providers of higher education, such as universities and colleges, maintain their academic standards and quality.

Mission of the NAQAAE “To develop the quality of education and its continuous improvement and to accredit educational institutions according to national standards that are independent, impartial and transparent and comply with international standards.” http://en.naqaae.eg



Introducing CBL in HE: working towards accreditation The accreditation process aims at: -  Delivering quality education complying to international standards:

-  Realize and guarantee quality of education -  Continuously improve quality of education

-  Accreditation of educational institutions according to national standards and complying to international standards

Remember. Quality Assurance and Quality Control have just one aim:

... clearly say what you want to do, and do what you say.



Introducing CBL in HE: working towards accreditation Procedure for preparing Accreditation: install a quality assurance system (QA) and start quality control (QC) procedures and -  Start:

-  Document the design and development of your program and courses: aims, course contents, assessment procedures, targeted student audience.

-  Document the education process: your time schedule and sequence of courses. -  Develop course description files (ECTS files): preliminary aims, course aims,

course content, delivery, assessment, available course materials. -  Document the (intended) program assessment and review process.

-  Then set up a self assessment process and procedures, and apply the PDCA cycle (Plan – Do – Check – Action) for quality improvement.

-  Install a Quality Assurance (QA) service to guarantee continuity in QA and training for all university community members (including students !) for QC.



Introducing CBL in HE: working towards accreditation Procedure for preparing Accreditation: formal start of the accreditation -  First: deploy a full Quality Self-Assessment

-  Describe all aims of the educational unit which is to be examined, its structure and organization, its processes and Key Performance Indicators, the outcomes of educational activities and process performance results (including: graduates’ performance in professional life).

-  Describe all program assessment procedures (including relations with all stakeholders) and outcomes

-  Describe quality improvement processes and outcomes -  Prepare and submit the self assessment report to the mandated quality

audit authority / organization -  ../..



Introducing CBL in HE: working towards accreditation

-  ../.. -  Preliminary visit of the mandated quality auditing committee:

following your self-assessment report: -  They’ll examine quality of the organization, processess and activities. -  They’ll examine all outputs (what is delivered by/for all stakeholders).

-  Communication of the results of the pre-audit -  Intermediate period for remediation and quality improvement of

invalid processes -  Describe all implemented quality improvement processes and outcomes.

-  Final visit of the quality auditing committee & deliberation

-  Publication of the quality audit report, and if successful ... -  Certification of the education program by the accreditation audit

authority -  ./..



Introducing CBL in HE: working towards accreditation Procedure for preparing Accreditation: formal start of the accreditationstart quality control (QC) procedures and install a quality assurance system (QA) -  ../.. -  The auditing authority submits the complete file of the certified program

to the accreditation authority (Ministry of Education). -  The accreditation authority grants the accreditation for a defined

period. -  Take a rest ... ... ... and the day after ... ... ...

start the process for the next accreditation round.



Introducing CBL in HE: working towards accreditation -  For all rules and procedures for accreditation we refer to the publications

and instructions by the NAQAAE (National Authority for Quality Assurance and Accreditation of Education). http://en.naqaae.eg

-  See also: Mohammed El-Maghraby, 2012. Accreditation of public universities in Egypt International Institute for Educational Planning UNESCO-IIEP/2012 – Advanced Training Programme in Educational Planning and Management https://www.academia.edu/6981642/ACCREDITATION_OF_PUBLIC_UNIVERSITIES_IN_EGYPT

-  In Belgium (Flanders) and the Netherlands NVAO (Dutch-Flemish Accreditation

Organization) is performing the international quality audits in higher educational organizations (Universities and University Colleges). https://www.nvao.net/en



Is there a practical guide available for introducing CBL? Although not directly dealing with CBL, the introduction of online learning has many methodological steps and principles in common, this practical guide for introduction of online learning on a pedagogical sound basis, might help. Hargis Jace (s.d.), Rapid Course Conversion into online Modality: a Focus on Pedagogy, Google Docs Publication https://docs.google.com/document/d/1y2_k1tBM5q07WLVwzCRTZsUe_9K_Tls7E3dwCBvwFOI/edit Last consulted on 2020-12-04



Table of Contents Overview: Rapid Course Conversion into an Online Modality:

A Focus on Pedagogy Steps to Migrate Your Course Online 1. Review Face-to-Face (F2F) Course Design 2. Integrate Instructional Methods 3. Engage in Professional Teaching Development 4. Identify General Practices for Teaching Online and ARM Tech 5. Build Online Modules, Habits and Schedule 6. Design Interactive Modules 7. Revisit and Align Appropriate Relevant and Meaningful (ARM) Tech into Several Modules 8. Continue to Build Modules Connecting All Prior Components 9. Review, Reflect, Update, Practice 10. Rest - You Will Need It

Bonus: Online Course Assessment (Appendix D) Appendix A. Additional Technology Apps Appendix B. Example of One Module from a Math Education Course Appendix C. From the Online Learning Network Appendix D. Assessment Plan Appendix E. 75 e-Learning Activities OLC Continuity Planning and Emergency Preparedness Webpage



Available literature Two useful publications on the basic principles and implementation of CBL -  J. Lokhoff, B. Wegewijs, K. Durkin, R. Wagenaar, J. González, A. K. Isaacs, L.F.

Donà dalle Rose and Mary Gobbi (Eds.), 2010, Formulating Degree Programme Profiles Including Programme Competences and Programme Learning Outcomes, © Publicaciones de la Universidad de Deusto, Apartado 1 - 48080 Bilbao, e-mail: [email protected], ISBN: 978-84-9830-375-9http://www.core-project.eu/documents/Tuning_Guide_Publicada_CoRe.pdf

-  Aurelio Villa Sánchez and Manuel Poblete Ruiz (eds.), 2008, Competence-based learning – A proposal for the assessment of generic competences, © University of Deusto, P.O. box1; Bilbao, ISBN: 978-84-9830-967-6http://www.tucahea.org/doc/Competencebased%20learning%20Alfa%20Project.pdf



Available literature The following publication is giving a practical sample template for describing innovative learning scenarios.

R. Nikolov, E. Shoikova, E. Kovatcheva, 2014, Competence Based Framework for Curriculum Development TEMPUS project PICTET: EQF-based professional ICT training for Russia and Kazakhstan, 543808-TEMPUS-1-2013-1-BE-TEMPUS-JPHES ISBN: 978-619-185-015-0 – ISBN online: 978-619-185-016-7 Publisher: Za bukvite, O’pismeneh, Sofia, 2014 Google Docs Publication: https://www.researchgate.net/publication/285404039_Competence_Based_Framework_for_Curriculum_Development Last consulted on 2020-12-04



Available literature Useful literature on the implementation of CBL in HE

Curry L., Docherty M., 2017, Implementing competency-based education, Collected Essays on Learning and Teaching (CELT), Vol. X, 61-74. https://www.researchgate.net/publication/317797610_Implementing_Competency-Based_Education Last consulted on 2020-12-04 More information on the CELT website: https://celt.uwindsor.ca/index.php/CELT/issue/archive Evelyn Bergsmann, Marie-Therese Schultes, Petra Winter, Barbara Schober, Christiane Spiel, 2015, Evaluation of competence-based teaching in higher education: From theory to practice, Evaluation and Program Planning, 52 (2015) 1–9http://www.lasalus.org.ar/uploads/1/1/Evaluation%20of%20competencebased%20teaching%20in%20higher%20education.pdf Last consulted on 2020-12-04 Deb Everhart, 2014, 3 Key Characteristics of Competency-Based, Learning, Blackboard blog post, https://blog.blackboard.com/3-key-characteristics-of-competency-based-learning/ Last consulted on 2020-12-04 Tony Bates, 2014, The strengths and weaknesses of competency-based learning in a digital age, Online Learning and Distance Education Resources, Sept. 15, 2014 https://www.tonybates.ca/2014/09/15/the-strengths-and-weaknesses-of-competency-based-learning-in-a-digital-age/ Last consulted on 2020-12-04



Available literature An example of CBL implementation in a non-technical education area A. de las Nieves Pereira de Vallejos, R.A. Giménez Morel, J. Tusing, 2017,, Implementation of competency-based curriculum: College ofPhilosophy, Universidad Nacional del Este, Paraguay, Wiley online publications, Accepted: 5 January 2017, DOI: 10.1002/cbe2.10 https://onlinelibrary.wiley.com/doi/full/10.1002/cbe2.1038 Last consulted on 2020-12-04

CBL and its link to the use of educational resources Ambei Moses Chu, Kum Isobert Nnam, Ambei Ruhama Faizefu, 2018, The Competency Based Curriculum Implementation: Appraisal from the Perspective of Teachers use of Resources, International Journal of Trend in Scientific Research and Development (IJTSRD), ISSN: 2456-6470, Volume-2 | Issue-4, June 2018. https://www.ijtsrd.com/papers/ijtsrd15646.pdf Last consulted on 2020-12-04

Strut Learning, 2018, Definitive guide to develop a competency based education initiativehttps://www.strutlearning.com/blog/competency-based-education-action-plan-for-designing-implementing-and-evaluating-your-initiative Last consulted on 2020-12-04

Development of a theoretical competency framework Dilmore T.C., Moore D.W., Bjork Z.J., 2009-2011. Implementing Competency-Based Education https://www.academic.pitt.edu/assessment/pdf/CompetencyBasedEducation.pdf Last consulted on 2020-12-04



More literature: Link to the use of educational resources for CBL (in vocational training)

Ambei Moses Chu, Kum Isobert Nnam, Ambei Ruhama Faizefu, 2018 The Competency Based Curriculum Implementation: Appraisal from the Perspective of Teachers use of Resources, International Journal of Trend in Scientific Research and Development (IJTSRD), ISSN: 2456-6470, Volume-2 | Issue-4, June 2018. https://www.ijtsrd.com/papers/ijtsrd15646.pdf Last consulted on 2020-12-04


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Chris Van Keer, em. Prof. KU Leuven EHEC - Cairo,17 December 2020

A challenge for Future-Oriented Education

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