Implementation of competency‐based curriculum: College of Philosophy, Universidad Nacional del Este, Paraguay

Abstract

Background Our current knowledge‐based society demands that new information be quickly incorporated into daily practices, thus leading to a better and more equitable society. For universities, this involves preparing students by linking the skills developed through a major's curriculum directly to their application in the labor market. From 2011 to 2013, the College of Philosophy of the Universidad Nacional del Este, Paraguay instituted a competency‐based curriculum model in the first 3 years of study for Education Science, Communication Science, Psychology, Mathematics, Letters, Philosophy and History majors. Aims The research team sought to evaluate faculty and student perceptions of the faculty's preparedness and ability to administer this new curriculum. Additionally, the impact on student learning and skill development was also assessed. Methods Both students and faculty completed a two‐part survey evaluating these topics and ten key respondents completed an additional in‐depth interview to provide a qualitative dimension to the research. Results The research demonstrated that the new curriculum is open, participatory, contextualized, process‐oriented, dynamic, interdisciplinary and adaptable to changes and advances in the pedagogical disciplines as well as in society at large. Conclusions This new approach demands a lot of commitment from all participants as feedback is used to revise the teaching–learning process and to reevaluate which skills and competencies are in highest demand in both local and global labor markets.