Competency-Based Curriculum Development

Law schools should develop TRUE tech competency, not just familiarity with specific tools. This demands a a competency-based curriculum that focuses on digital problem-solving skills rather than solely specific software training. Students should learn to adapt to changing technologies through: • Integration across ALL courses - Faculty should incorporate relevant tech components into traditional subjects, starting with the first year doctrinal foundation. For example, civil procedure professors can require students to develop e-discovery protocols. Constitutional law classes can explore how algorithms impact due process. • Skills assessments tied to real-world scenarios - Present scenario-based challenges that require students to identify appropriate technological solutions for complex legal problems. • Collaborative learning environments – Establish, if possible, cross-disciplinary projects with computer science and business students to develop solutions to access-to-justice challenges. The shift requires focusing on the evaluation of students' ability to leverage technology TO solve legal problems and not just awareness OF specific tools. Technology must be treated as a core part of professional identity formation, not an add-on skill. #legaltech #innovation #law #business #learning

NCAHP has released India's first national, competency-based curriculum for Medical and Psychiatric Social Work, formally establishing the profession as a regulated allied healthcare discipline under the NCAHP Act, 2021. It sets uniform standards for B.MPSW, M.MSW, M.PSW, and PhD programmes, replacing fragmented university-based models with a nationally regulated, outcome-oriented framework. It aims to prepare social workers for roles in hospital, mental health, community, and public health settings, utilizing a biopsychosocial-spiritual model of care. Key highlights include: -Competency-based education (CBE) emphasizing knowledge, skills, ethics, and professional attitudes -Strong integration of clinical and fieldwork with hospitals and mental health institutions -Standardized roles, scope of practice, and career pathways -Alignment with Universal Health Coverage, mental health, disability rights, and public health goals This framework represents a historic transformation or shift changing Medical and Psychiatric Social Work from a university-led discipline to a nationally regulated healthcare profession with defined identity, mobility, and accountability. #MedicalSocialWork #PsychiatricSocialWork #NCAHP #AlliedHealth #MentalHealth #HealthcareEducation #SocialWork

To prepare children for a future shaped by complexity, diversity, and rapid innovation, educators must intentionally foster the 6 C’s: Critical Thinking, Communication, Collaboration, Culture, Creativity, and Connectivity. These competencies are not isolated skills they form a dynamic ecosystem of learning that empowers students to navigate real-world challenges with empathy, agility, and purpose. For example, critical thinking can be cultivated through interdisciplinary inquiry where students analyze local community issues using project-based learning, while clear communication emerges through peer-led feedback loops, digital storytelling, and multimodal expression. Collaborative problem-solving thrives in movement-based activities and team challenges that mirror authentic social dynamics, while cultural awareness deepens through global classroom exchanges, multilingual resources, and inclusive storytelling. Creativity is amplified when learners are invited to design, prototype, and reflect especially within STEAM-infused environments that honor diverse ways of knowing. Finally, connectivity bridges all domains, enabling students to reflect, share, and co-create across digital platforms, building a sense of agency and global citizenship. When these 6 C’s are embedded into curriculum design, assessment, and classroom culture, education becomes a launchpad for transformation not just for students, but for the communities they will one day lead. #DesigningFuturesTogether

Designing the Future of Cultural Management Education Across the world, cultural sectors are growing faster than the systems that train the people who lead them. Countries undergoing rapid cultural transformation – including in the Middle East – face the same question: how do we build a talent pipeline capable of sustaining ambitious cultural visions, complex ecosystems, and evolving creative economies? In this context, cultural management education cannot remain an exercise in narrow administration. It must become an ecosystem discipline, drawing on heritage, economics, policy, creative entrepreneurship, governance, digital cultures and community practice. Today’s cultural leaders need to understand systems, mobilise partners and design interventions that generate long-term cultural value – not just manage institutions. This calls for a shift from static, module-based curricula to competency-based learning. Programmes should focus on capabilities such as cultural analytics, project design, policy interpretation, digital fluency, audience intelligence, ethical leadership and entrepreneurship. When competencies become the organising principle, academic offerings can adapt continuously to sector change. Equally important is deep integration with the local cultural ecosystem. Partnerships with museums, cultural commissions, heritage sites, creative clusters and design industries bring real-world problems into the classroom and create a feedback loop between education and practice. The most successful global models share this embedded, collaborative approach. Finally, cultural management education must acknowledge its broader societal role. Culture now contributes to identity, quality of life, economic diversification, wellbeing and international positioning. Cultural management is therefore a strategic field. Institutions that recognise this – and design schools that are interdisciplinary, industry-connected and globally engaged – will shape the next generation of cultural leaders. The future belongs to those able to design learning environments as ambitious and dynamic as the cultural sectors they serve. #CulturalManagement #CulturalPolicy #CreativeEconomy #ArtsManagement #HigherEducation #CreativeIndustries #CulturalLeadership

Don’t bury competencies in your HR portal They’re miles more than a document They’re the golden thread across your entire resource life cycle Yet when I ask to see them… ❌ They seldom exist ❌ Or they’re out of date ❌ Or they’re buried somewhere The world is changing rapidly: = Markets are shifting = Businesses must adapt = Procurement must pivot = Skills must be up to date …which means competencies can’t be static They need to be continuously upgraded and actively used Here’s how to apply them at each stage: 1. Organisational Design → Align procurement competencies to business strategy → Define roles based on required competencies, not job titles → Map capability gaps to shape team structure and layers 2. Resourcing → Forecast future needs based on competencies, not just headcount → Balance internal training vs recruitment to cover competency gaps → Allocate budget to roles that drive strategic competencies 3. Recruitment → Build job descriptions around competencies, not just tasks → Use competency-based interview questions for assessments → Score candidates against a consistent competency framework 4. Onboarding → Introduce the competency framework early → Tailor onboarding plans to individual’s competencies → Align objectives linked to competencies 5. Training & Development → Build learning pathways mapped to competencies → Tailor development plans to competencies → Use stretch assignments to develop specific competencies 6. Performance Management → Use competencies to define clear expectations by level → Provide structured feedback linked to competencies → Calibrate performance vs the competencies 7. Promotional Process → Define promotion criteria based on demonstrated competencies → Use competencies for both performance and potential mapping → Ensure consistency using a shared competency benchmark 8. Vacancies & Exit Interviews → Use competencies to give feedback for those released → Analyse exits to identify systemic competency gaps → Feed insights back into hiring and development plans They should act as the golden thread that connects: ➡️ How you design roles ➡️ Who you hire ➡️ How you develop people ➡️ How you measure success ➡️ Who you promote ➡️ And who you release Don’t bury them ‘somewhere’ in the depths of your HR Portal 🌟 Create them and use them 🌟 Frost Procurement Adventurer ♻️ If this resonates, please repost 🔔 Follow Simon Frost for more on procurement competencies & training

How Do We Know That Our Dental Students Are Competent and Ready to Perform Certain Procedures on Patients? Having been in dental education for over three decades, I frequently ask myself: “Is this dental student ready to prepare a crown for this patient?” or “Is this resident ready to perform a full-mouth rehabilitation?” These are critical questions that define the safety and quality of care our students provide. Systematically, we rely on competencies and assessments to evaluate whether a learner—whether a predoctoral student or a resident—is ready to perform specific patient care procedures. However, dentistry is not a one-size-fits-all discipline, and different procedures require different benchmarks for competency. For example: • A student learning crown preparation might require six to eight or more practice attempts on a typodont before demonstrating competency. • Intraoral scanning might require three to five attempts on live patients to become efficient. • Tooth polishing, a simpler procedure, may only require one or two practice sessions before competency is achieved. Thus, applying a uniform competency threshold across all procedures can be misleading. If a program uses a rigid numerical requirement (e.g., “X number of procedures = competency”), it risks shifting the focus away from true skill development and progression. Instead of promoting growth and refinement of skills, it creates a checkbox mentality where the learner and faculty may mistakenly assume that completing a fixed number of cases equates to readiness. The Case for Entrustable Professional Activities (EPA) A more effective way to assess readiness is through Entrustable Professional Activities (EPA)—a framework that evaluates a learner’s ability to independently perform a task based on real-world observation rather than just a predefined number of attempts. EPAs consider: • The context of the procedure • The student’s decision-making process • The complexity of the case • The supervising faculty’s confidence in the learner’s ability to perform the task safely and effectively This approach shifts the focus from just completing a requirement to demonstrating competency in a dynamic, patient-centered way. How Should We Implement This? 1. Define clear EPA guidelines for key procedures that align with patient safety and clinical complexity. 2. Encourage progressive assessment, allowing students to develop skills at their own pace while ensuring readiness at every stage. 3. Integrate faculty calibration so that evaluators consistently assess readiness and entrustability. 4. Use technology and data analytics to track skill progression beyond just a number of completed procedures. Ultimately, competency in dental education should not be about rigid numerical thresholds but about ensuring that students are truly entrustable to perform patient care with confidence, skill, and safety. #DentalEducation #CompetencyBasedEducation #EntrustableProfessionalActivities

The "Curriculum Concrete” Devaluing the University Degree The real threat to higher education is "Curriculum Concrete." This is the rigid, bureaucratic structure of committees and credit hours that makes it difficult for universities to change. 78% of organizations are already leveraging AI, yet we're sending graduates into that world with a curriculum that takes two to three years just to approve a single new course. The degree is hardening, and its value is dissolving. The Speed Crisis: A Mismatch of Eras Consider the catastrophic speed differential: - Industry Speed: A transformative technology like Generative AI evolves, with new models and capabilities launching every few weeks. The skills required for success (prompt engineering, ethical AI use, verification) change just as quickly. - Academic Speed: It takes the average large university 2 to 3 years to formally approve a new interdisciplinary course or retire an obsolete one. This slow crawl is not deliberate malice; it is the natural inertia of bureaucracy designed for stability, not agility. By the time a new course on AI ethics or digital competency clears every required committee hurdle, the technology it was designed to address is already on its third iteration. A UNESCO survey found that fewer than 10% of schools and universities have formal institutional policies on AI use. This vacuum of guidance ensures that inertia remains the default operating model. The result is a devalued product. We are graduating students into a world where 78% of organizations are already leveraging AI, but only a fraction of those students were formally taught how to use it critically within their discipline. The Call for Deconstruction Higher education institutions must urgently shift their focus from protecting the structure of the degree (the credit hours) to maximizing the value of the graduate (the future-ready skills). This means replacing "Curriculum Concrete" with Agile Education: - Move to Competency: Prioritize demonstrable skills and project-based work over mere seat-time requirements. - Empower Faculty: Give departments immediate, iterative control over 100-level course content to reflect current trends. - Break the Silos: Force curriculum review to be fast, cross-disciplinary, and tied to external industry advisory boards. The degree is supposed to be a launchpad, not a time capsule. We must dissolve the concrete before the next generation finds their qualifications obsolete the moment they step into the workplace. #HigherEducation #AcademicInnovation #FutureOfWork #EdTech #UniversityLeadership

📚 This study explors stakeholder perspectives on integrating AI into medical education curricula. The study interviewed 38 stakeholders including lecturers, clinicians, students, AI experts, and institutional stakeholders. It found diverse understandings of AI and its potential in medicine across stakeholder groups. The key competencies identified for medical students included 1) basic AI understanding, 2) data literacy, 3) ethics, and 4) awareness of AI applications. Stakeholders emphasized the need for practical, interactive AI education integrated throughout the curriculum. The study highlights the importance of developing a common language and interdisciplinary approach to AI in medical education. This is a good study to bookmark as you are considering where to start in curriculum development with AI. 🔑 Key Insights: 🧠 Varied AI perceptions underscore need for clear definitions and common understanding 💻 Programming skills viewed as optional, not required for all medical students 🔬 Practical experience with AI applications in medicine is crucial 🤝 Interdisciplinary collaboration essential for effective AI integration 🔄 Curriculum must remain adaptable to rapidly evolving AI landscape https://lnkd.in/esat-cib

https://lnkd.in/dmXagwt3 Heads of all institutions affiliated to CBSE 28.10.2025 Circular No.: Skill-81/2025 This document outlines the mandatory implementation of Skill Education and the Kaushal Bodh textbooks for classes VI-VIII in CBSE schools starting from the academic session 2025-2026. Implementation of Skill Education All CBSE-affiliated schools must implement the new competency-based Kaushal Bodh textbooks published by NCERT, aligned with NEP-2020 and NCF-SE-2023. Schools are required to integrate 110 hours of skill education into their academic timetable, allocating two consecutive periods twice a week. A project-based learning approach is emphasized, with students completing three projects per class across various work domains, focusing on skill acquisition rather than end products. Project Selection and Teacher Training Schools can select projects from the Kaushal Bodh textbooks or create their own, considering local context and resources. Designated teachers will oversee projects, with training provided by CBSE to ensure effective implementation. Assessment and Showcase Student learning will be assessed through project-based evaluations integrated into internal assessments, with a suggested weightage for various assessment modes. A Kaushal Mela (Skill Fair) will be organized at the end of the academic year to showcase students' skills learned through their projects. Training and Support CBSE will conduct teacher training sessions in collaboration with NCERT and PSSCIVE, with details to be shared later. An online session is scheduled for November 10, 2025, for further guidance. This initiative aims to enhance skill education in schools, preparing students for future vocational opportunities.

Heard of the DACUM Approach? Most haven’t. But it’s a game-changer. In a world where ADDIE gets all the spotlight, DACUM often stays in the shadows. But if you’re designing training that's actually meant to prepare someone for the real demands of a job: this is a model you need to know. Let’s break it down. What is DACUM? DACUM stands for Developing A Curriculum.  It’s not a content-first or theory-first approach - it’s task-first. You don’t start by asking “What should the learner know?” You start by asking “What does the worker do?” In other words, DACUM flips the script: it begins with practitioners, not assumptions. A group of experts in a given job role sit down and chart out what that job actually involves - daily tasks, decisions, tools, behaviors, even soft skills. From there, you derive learning objectives, design activities, and create materials that mirror what learners will face on the ground. It’s direct. It’s grounded. And it works. Who developed it? DACUM originated in Canada in the 1960s, but was later refined and popularized by Dr. Robert Norton at Ohio State University. It’s now used widely across vocational training, technical education, and workforce development programs worldwide. Where does it shine? When you’re designing performance-based training. Skilling, reskilling, onboarding, technical roles - anywhere learners must do something, not just know something. At ID Mentors, we introduce DACUM when clients say things like: “We need to train people for this role faster.” “We want more hands-on, relevant learning.” “We’re unsure what to prioritize in the content.” And our response is often: “Let’s DACUM it.” Because this approach keeps your design anchored in the real world, not in PowerPoint slides or theory. More frameworks coming up—next in the series: SAM and why it’s not just “ADDIE with post-its.” #addie #instructionaldesign #idmentors #training #learningexperiencedesign #DACUM #taskbasedlearning #theindianID #theIndianID