The Civil Service College’s vision is to inspire, engage, and realize the potential of people for public service excellence in a global market-place through life-long learning opportunities. The CSC approach to learning is a competency-based learning model which goes beyond the traditional approach to education. The competency-based approach to learning touches on; all learning pathways offered by the CSC including face2face, workshops, blended learning and online learning. A competency based model of learning provides students with the knowledge, skills and experience that are directly associated with the capacity to do a function or set of functions at a specific level of performance and under certain conditions. Competency based development provided to enable all civil servants to:
• Do the work currently assigned at the standards of excellence expected of civil servants
• Continually enhance specific job competencies in order to constantly improve performance.
• Work collaboratively with co-workers & supervisors towards achieving common organizational and departmental objectives.
• Realize their full career potential.
• Enhance capacity to do more complex work & handle higher levels of responsibility and functions that are vital to the strategic development and future goals of public service organizations.
• Manage their personal career development for life-long success.
The objectives of each course are to achieve measurable and concrete job competencies. The length of study depends on an individual student’s ability and dedication, not on a traditional school calendar. In competency based education if a student fails to achieve the standards required they are provided multiple opportunities to succeed in achieving the required competences. Learning is designed for student success by providing multiple learning pathways to achieve the desired competencies.
The approach of a competency based education differs from traditional higher education. In the competency model of the Civil Service College, the content of a program of study is not defined by a facilitator’s knowledge, but by the student’s goals, state of readiness and the requirements of the job, society & business or community.
In addition, the standards of achievement for the program are determined empirically through an analysis of the competencies required for job as defined by employers, the profession or occupation and/or community leaders. These standards are then described in measurable terms so that the competency of an individual can be objectively assessed and certified.
Students are not pre-selected or excluded from the opportunity to acquire competencies because of pre-existing knowledge or prior academic knowledge.
Students are pre-assessed to determine their current level of competency, their level of readiness to pursue further learning, their special needs and their level of interest & commitment prior to beginning any program of study. This careful pre-assessment is essential because competency-based education is tailored to meet the needs of each individual student.
All student achievement assessments are referenced based. These referenced assessments require individuals to demonstrate their level of competency against certain externally validated and international standards. The results of criterion referenced evaluations are pass or in progress. A student is not deemed to have failed; rather they are in progress of attaining a competency or have attained the competency.
Based on this objective criteria students are certified as either competent or as not yet competent. Please review the different programmes of learning offered, as well as detailed descriptions on the Pathways page.