ABSTRACT
The debate on the competency-based approach in higher education is running strong with many academics viewing the approach to be too narrow, mechanistic and prescriptive. However, the approach provides shift from the traditional focus on curriculum content and teacher-centred delivery to learning outcomes and learner-centred educational objectives. This has significant implications for responsible, pro-active and sound management practice in planning and implementing higher education courses. The paper advocates that higher order competencies are appropriate to high education and that the competency-based approach provides a catalyst for innovative curriculum design, delivery and assessment. Issues of learner-centred curriculum design and assessment, appropriate to competency-based approaches in higher education, will be addressed.
