Strategic Competency Development and Supervision

Overview:

Introduction:

Competency development plays a vital role in ensuring that learners acquire the knowledge, skills, and values needed to succeed in academic, professional, and national contexts. In the Kingdom of Saudi Arabia, educational competency frameworks are central to achieving the goals of Vision 2030 and the Human Capability Development Program. This training program focuses on the structured design, refinement, and supervision of competencies within educational and training curricula. It aligns with Saudi frameworks and integrates modern educational methodologies that promote measurable learning outcomes and continuous improvement.

Program Objectives:

By the end of this program, participants will be able to:

• Define the strategic purpose and elements of competency-based education in the Saudi context.

• Structure competency frameworks using outcome-based design principles.

• Evaluate the alignment between national standards and institutional competency models.

• Gain the required skills to review and refine competencies based on performance and learning indicators.

• Supervise competency integration across teaching, assessment, and curriculum development processes.

Targeted Audience:

• Curriculum and instruction specialists.

• Educational supervisors and quality assurance officers.

• Policy makers in education and training sectors.

• Faculty development professionals.

• School and university leaders responsible for academic planning.

Program Outline:

Unit 1:

Foundations of Competency-Based Education in Saudi Arabia:

• Definitions and pillars of competency-based education (CBE).

• Role of competencies in achieving Vision 2030 and national strategies.

• Structure and classification of competencies in KSA frameworks.

• Differences between knowledge-based and competency-based design.

• Stakeholder roles in shaping national competency agendas.

Unit 2:

Designing Competency Frameworks:

• Principles of backward design and outcome-based education.

• Methods for defining general, core, and specific competencies.

• Alignment of learning outcomes with national qualification frameworks.

• Frameworks for formulating measurable performance descriptors.

• Tools for mapping competencies across grade levels and disciplines.

Unit 3:

Reviewing and Refining Competency Models:

• Criteria for assessing the relevance and clarity of existing competencies.

• Methods for collecting stakeholder feedback on competency performance.

• Methods of identifying gaps, overlaps, and redundancies in current models.

• Continuous improvement cycles for competency revision.

• Documentation methods and reporting standards for curriculum review.

Unit 4:

Supervising Competency Integration in Learning and Assessment:

• Strategies for embedding competencies across instructional design.

• Alignment between competencies, teaching methods, and assessment tools.

• Monitoring competency delivery methods in classrooms and learning environments.

• Roles of academic supervisors and instructional leaders in competency oversight.

• The role of reporting systems and data analysis for competency tracking.

Unit 5:

Quality Assurance and Sustainability of Competency-Based Systems:

• National quality assurance frameworks and compliance mechanisms.

• Institutional self-evaluation tools for competency performance.

• Professional development requirements for staff supporting CBE.

• Policy formulation strategies for competency sustainability and scalability.

• Importance of linking competencies to labor market demands and future skills.