A COMPREHENSIVE ANALYSIS OF COMPETENCY-BASED LEARNING AND THE IMPLEMENTATION OF THE HEC'S UNDERGRADUATE EDUCATION POLICY (2023) AT PAKISTANI UNIVERSITIES: THE PREPARATION OF THE GRADUATES FOR JOB INDUSTRY

Abstract

The Higher Education Commission's (HEC) Undergraduate Education Policy 2023, is organized to equip graduates with the essential skills and proficiency to enhance economic growth and manage the thorough needs of diverse job industries. The study reports on an analysis of acquiring competency-based learning and fieldwork, among the goals of UGE policy for career progress. The study is based on a comparative analysis of job-oriented speaking curricula concerning competency-based learning and fieldwork at the graduate level. The qualities of the speaking curriculum, whether it reflects competency-based education and fieldwork at the classroom level. The study's framework on a language teaching model was developed by Richard and Rodger (2001). The research utilizes an exploratory, case study, and qualitative research design. Data was collected through teacher interviews, content analysis, and classroom observations in both public and private universities in Islamabad. The findings indicate that the current curriculum only partially follows HEC undergraduate education policy and partially focuses on competency-based learning to develop speaking skills required in job industries. HEC should strictly order universities to implement fieldwork to proceed with a career properly. Moreover, the study proposes suggestions to enhance the implementation of HEC's speaking curriculum and classroom instruction in higher education, offering recommendations for its effective execution.