Designing knowledge-rich curricula

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: vocationrelated 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.