The Competency-Based Approach in Modern Educational Curricula: Reality and Critiques

Abstract

Most countries around the world have undertaken reforms to their educational systems to address existing shortcomings and imbalances, improve educational effectiveness, and develop curricula capable of keeping pace with rapid technological advances. These reforms have prompted many countries to adopt new approaches to curriculum development and educational practice. Among these, the competency-based approach has emerged as a major conceptual and pedagogical framework for developing modern educational curricula.

Despite its widespread adoption, however, the competency-based approach has attracted considerable criticism. Some critics contend that it serves the requirements of the capitalist system and primarily responds to economic interests and labour-market demands. In contrast, others attribute its widespread diffusion to the influence of globalisation. These and other criticisms raise questions about the foundations, purposes, and educational relevance of the approach. This study therefore asks: To what extent can the competency-based approach be regarded as a reliable and appropriate framework for contemporary educational curricula?