Competency-Based Curriculum Models for Higher Education: A Comparative Study Across Global Frameworks

Abstract

Introduction: This study aimed to critically assess three competency-based education frameworks, which are comprised of the OECD Learning Compass 2030, the ASEAN Qualifications Reference Framework (AQRF), and the African Continental Qualifications Framework (ACQF), and then propose an Integrated Competency Alignment Framework (ICAF) that functions as an Operational Competency Alignment Model (OCAM) accustomed for Asia and Africa.

Methodology: This study used a mixed-methods design, collecting data from education practitioners in Asia, Africa, and the Americas across 10 countries, with each participant completing a 32-item questionnaire to assess efficacy. Qualitative analysis was conducted through interviews with six practitioners. The data were analysed by examining the score attained for each framework in terms of: Strong: Framework is robust in this domain. Moderate: The framework has reasonable coverage but requires concrete operational work. Weak: There is a critical gap, and priority should be given to a unified framework.

Results: Compass 2030 did not perform well in transformative competencies or competency articulation, but was given an opportunity for digital readiness as a design priority. The AQRF demonstrated adequate capacity in the areas of structural alignment, assessment guidance, and quality assurance, and moderate results in the areas of localisation, scalability, and progression pathways. Likewise, the ACQF has been strong in terms of equity, teacher capacity, and quality assurance, and still has areas where it did not perform as well as it could in respect of digital readiness and in a few areas relating to operationalisation. In summary, the results indicate that there are no typical frameworks that have been developed to cover all the needs for competency-based education, which is why it is recommended to have an integrated framework approach.

Conclusion: The study results suggest that a more open evaluation of metrics and localisation processes, sound systems to develop teachers, and computer infrastructure should be used to adopt equitable, scalable, and integrated CBE reforms.