Points out that man lives in a three-dimensional universe with three-dimensional problems. A competency-based curriculum cannot get the job done by itself. A type of thinking which transcends that required for a competency-based curriculum is called for. (JOW)

Task lists created by private companies, consortia, state departments, and universities have caused difficulty for occupational instructors. A careful analysis of task structure shows a continuous hierarchy in cumulative learning, wherein each task becomes part of a whole. A task charting system can improve the efficiency of instruction. (SK)

Definitions of specific medical competencies to be acquired by medical students in the course of their studies may be derived from the juxtaposition of a list of generic competencies with a list of appropriate subject areas. The operation of the method is demonstrated in relation to the curriculum of The Beer Sheva Medical School, Israel.…

Considers how the wedding of competency-based education (CBE), centered on basic skills, and experiential education, advocating that learning requires accompanying experience to be effective, offers creative approach to implementation of CBE. Examples from St. Paul Open School illustrate how minimum competency skills can be incorporated into an…

School districts need a comprehensive, long-range blueprint for their total operation. The goal-competency-objective hierarchy allows them to become systematic in design and operation. (Author)

Comments on the negative aspects of discipline-based art education (DBAE), focusing on standardized instruction and testing. Criticizes the designers of DBAE for using a technocratic, rationalistic model of education. Expresses concern that DBAE evokes identical student responses, rather than the diverse outcomes that should be the goal of art…

Introduces and defines strategic planning in organizational training, describes four current schools of curriculum theory--subject-centered, experience-centered, objectives-centered, and opportunity-centered--and illustrates how each theory can be modified to make training anticipate as well as react to organizational needs. (MBR)

This paper outlines the Career Development Classroom Money System, a curriculum created specifically for young people, as well as the teachers, administrators, and school officials confronting the difficult tasks of helping them reach social, economic, and personal achievement. The Classroom Money System is a comprehensive, competency-based…

Advocates the use of both descriptive and prescriptive approaches to designing developmental studies programs in community colleges. Defines competency-based education (CBE) and examines five critical elements of CBE: educational framework, systematic structure, educational attainment, learning outcomes, and instructional processes. Discusses the…

Suggests that understanding different conceptual models of curriculum making will increase the effectiveness and rationality of the development process. Presents four commonly used models of curriculum development: empiricism, rationalism, pragmatism, and humanism. (Author/JM)

A major concern among physical educators is the public's apathy toward accountability in physical education. All students should be ensured achievement of minimal competencies for specific objectives. One approach for ensuring this achievement is a mastery learning strategy which would include developmental procedures, operational environment…

This paper describes the commonly found "knowledge delivery" education format and argues that work outside the academy and more in-depth academic training demand skills and competencies not developed by the "knowledge delivery" model. The knowledge curriculum education is characterized as lecture-type instruction, knowledge delivery and exposure,…

This descriptive report looks at Pensacola Junior College's (PJC's) efforts to: (1) define the competencies students are to acquire through the college's vocational and general education programs; and (2) map out a sequence of courses for each program, based on a hierarchical ranking of these competencies. The report first discusses an employer…

Presents guidelines for the development of competency-based curriculum formulated as a result of an automotive mechanics curriculum workshop. Listed are specific guidelines for content development, writing style, and illustration. (LRA)

Clearer conceptual and operational distinctions in doctoral education are advocated, based on professional functions that graduates are expected to perform. Distinctions between education for advanced practice and education for research are encouraged. Content areas for practice-related curriculum are suggested. (MSE)