The History of Development of Competency-Based Education

The competency-based education was formed as an educational trend in the United States of America. Its initial idea was adopted from the socalled generative grammar by N. Chomsky who declared in 1965, “…fundamental difference between the competence or knowledge of language and the application or actual use of language” (Chomsky, 1968, p. 172).

In the late 1960s, such difference was understood much wider than its original linguistic context and it was used in pedagogical and philosophical experimentalism. The experimental essence of the competency-based approach is currently moving to historically generative context as the ideas of competency have spread far beyond a single trend and have been accepted almost by everyone, including some conformist educational schools.

At the moment, we suppose that, determining what the competency-based education is and what its development process and perspectives are as the most essential thing. Competence-oriented education is based on the specification or definition of what constitutes a certain competence in a given field of activity (traditionally, a significant amount of research is performed in order to identify levels of competence), in which the required level of competency is formed by characterization and specification of the tasks for which the levels of performance are set.


When characteristics of such type have been identified and put on their place in the hierarchy of a complex phenomenon of reality, an instructional sequence shall be developed in order to enable the students of this activity type to be more efficient in achieving their set of objectives-characteristics. Within the competency-based approach, the time required for mastering a competence may vary, and the objectives set in the course of education shall remain unaltered, while existence and provision of a number of alternative ways for a learner to achieve the declared objectives is considered to be the highest concentration of an educational approach of such type.


Conclusion
Any form of the competency-based education (its forms are regularly updated, which is a key feature of such method) is dynamic kind of education opposed to statistical methods of the no competency-based approach. The competency-based approach intensifies significantly the possibilities and facilitates the orientation process for learners at the practice of their future activities, at strategic and operational side of expected educational outcome. In other words, skill orientation. 


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