Competence is the applied knowledge, skills, and behavior that enables successful performance in a field of work. Academic programs in higher institute of learning are designed to produce graduates for particular professions. Each profession under consideration has key areas of competence. Competency analysis identifies these key areas and produce an occupational profile or competency profile which describes the job in terms of specific duties and tasks within a defined level of proficiency that competent workers must perform. This competency profile will serve as a basis for organizing the curriculum in terms of (Jonassen et al., 1999) :
- determining the instructional goals and objectives;
- selecting the learning outcomes that are appropriate for instructional development;
- determining the core knowledge for the required competency;
- determine instructional activities and strategies that foster learning;
- select appropriate media and learning environments;
- construct performance assessments and evaluation
A stakeholder is an individual or group that has an interest in any decision or activity of an organization (ASQ). In education, the term stakeholder typically refers to anyone who have personal, professional, civic, or financial interest or concern in the educational program. In the higher educational institutions, the process of curriculum development has different group of stakeholders involved in every step of development such as analysis, design, development, implementation and evaluation (ADDIE model). These stakeholders are the key informers and drivers of the content, methods of delivery, evaluation requirements and scope of curriculum that qualifies for a certain profession (Matcovic et al., 2014).
Learners are the primary stakeholders of the curriculum. Their learning achievement measures the success of the curriculum. Teachers are also primary stakeholders as they design and develop the curriculum to suit the learners needs as well as the chief implementer of the curriculum. School management are concerned with supervising the operational process of the curriculum and provides the resources and logistics for the curriculum implementation. School administration lays down the school mission, vision and philosophy from which the curriculum is anchored. The government affects curriculum through its changes in regulatory requirements, program requirements, competency requirements, graduate standards and higher institution standards. Industries may affect curriculum through their job competency requirements. State policies may affect curriculum through educational reforms particularly in implementation and practice, The schools own graduates through their status of employability may effect curricular change. Therefore, it is important that their interests, needs, requirements and influence are analyzed before embarking on a time-consuming curriculum development.