Comparative analysis between the objective-based approach and the competency-based approach: Conceptual frameworks and Intégration Across the Psychology Curriculum

Abstract

Pedagogical engineering is an emerging field that aims to create effective learning environments by using various techniques and methodologies that cater to the diverse needs of learners. To achieve this goal, pedagogical systems are systematically developed, designed, and implemented, following either an objective-based or competency-based approach. The objective-based approach sets predefined learning expectations for students, but it has its limitations. Nowadays, there is a growing trend towards adopting the competency-based approach in higher education, which provides a structured framework that aligns teaching activities with explicitly found training goals.

However, this approach requires careful consideration. Although the competency-based approach is gaining popularity in Moroccan higher education, it is new and seen in scientific disciplines, with minimal application in the humanities and social sciences.

In our study, we set out to figure out the approach adopted by the educational team in drawing up the training descriptions for the ten bachelor's and master's degree courses in psychology. To this end, we have adopted an analytical method to scrutinize the contents of the descriptions, including the terminology, concepts, and expressions used, to find characteristics that distinguish the different approaches.

Our analyses have proved that those in charge of pedagogical programs in psychology face difficulties in distinguishing between competence, ability, and ability when formulating the skills to be acquired. We have seen that certain competencies are developed through a competency-based method, while others employ an objective-based approach. Nonetheless, the approach adopted is objective-based.

Key words : competencies, ability, aptitude, approach, higher education, psychology.

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Type de l’article : Empirical Resarch