To meet the demand, educators are pressed to design and implement new curricula seemingly overnight. Students graduating from conventional programs may have a solid knowledge base, but very few work-related competencies. Performance, or competency-based curriculum development has been available for many years and is commonly used in industrial training programs. This system was adopted as an industry standard, and is being implemented in many training programs throughout the country. These misconceptions can be difficult to overcome.
Competencies are major skills or abilities needed to perform work-related tasks effectively.
In the curriculum, they describe performance expectations in observable, measurable terms. In a competency-based curriculum, the learner is told in advance, what competency he or she is expected to master. The learner also knows the criteria and conditions by which performance will be assessed, and the learning activities that will lead to mastery of the competency. Currently, the entering semiconductor manufacturing student in community college is a re-careering adult with work, family and community responsibilities. These adult learners expect to participate in, and be accountable for the development of their skills and knowledge.