Abstract
What role does knowledge have in competency based higher education? Many Dutch Universities of Professional Education are struggling with the implementation of competency-based curricula. In view of current practice, this article distinguishes between two sorts of knowledge: vocation-related knowledge and context-free knowledge. In higher education curricula are developed with the aid of various design-models. The resulting curricula are tied to varying degrees with the field of practice, depending on which model is used. Below three models are typified and compared along four aspects: assignment-driven, vocationally related work processes, integral assessment & testing and knowledge development. Recommendations are then made for ways in which knowledge-rich, competency-based curricula can be developed and improved within the given design models. Keywords here are ‘good vocational assignments’ and ‘accountability of results’.
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© 2008 International Federation for Information Processing
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Hezemans, M., Ritzen, M. (2008). Designing knowledge-rich curricula. In: Kendall, M., Samways, B. (eds) Learning to Live in the Knowledge Society. IFIP WCC TC3 2008. IFIP – The International Federation for Information Processing, vol 281. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09729-9_44
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DOI: https://doi.org/10.1007/978-0-387-09729-9_44
Publisher Name: Springer, Boston, MA
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