Intro -- Contents -- Acknowledgements -- Abbreviations -- Glossary -- References for the glossary -- Introduction -- What is the goal of this guide? -- What are the limitations of this guide? -- How was this guide developed? -- How should the associated instruments be used? -- Educational design -- Principles of competency-based education -- The FP and CAC Educational Design Model -- The FP and CAC Educational Design Model: 6 phases and 16 steps -- Phase 1 Build foundations -- Step 1: Create a mission statement -- Step 2: Create a vision statement -- Step 3: Set core values -- Phase 2 Plan -- Step 4: Conduct a needs assessment for FP and CAC education -- Step 5: Facilitate stakeholder dialogue -- Step 6: Confirm resource availability -- Phase 3 Construct -- Step 7: Adapt and adopt competencies -- Step 8: Determine expected level of proficiency -- Step 9: Create learning objectives -- Step 10: Determine learning methods -- Phase 4 Sequence -- Step 11: Structure curriculum content -- Step 12: Allocate time and resources for each course syllabus -- Phase 5 Assess -- Step 13: Create assessments -- Step 14: Determine thresholds for progression or completion -- Phase 6 Implement -- Step 15: Build capacity to implement competency-based education (CBE) -- Step 16: Evaluate programme and curriculum -- References -- Annex Instruments -- Contents -- INSTRUMENT 1 MISSION, VISION AND VALUES -- INSTRUMENT 2 CONDUCT A NEEDS ASSESSMENT FOR FP AND CAC EDUCATION -- INSTRUMENT 3 SUPPORT FOR SELECTING A METHOD TO CONDUCT THE NEEDS ASSESSMENT -- INSTRUMENT 4 A STAKEHOLDER ANALYSIS MATRIX - THREE ACTIONS TO TAKE -- INSTRUMENT 5 CONFIRM REQUIREMENTS FOR RESOURCES AND LEARNING EXPERIENCES - A CHECKLIST -- INSTRUMENT 6 COMPETENCY MAPPING -- INSTRUMENT 7 EXAMPLE OF PROFICIENCY LEVELS ASSIGNED FOR SPECIFIC FP AND CAC COMPETENCIES.

INSTRUMENT 8 PROFICIENCY LEVELS ACCORDING TO GROUPS OF HEALTH WORKERS -- INSTRUMENT 9 TWO METHODS TO FORMULATE A LEARNING OBJECTIVE -- INSTRUMENT 10 PRACTICAL TIPS FOR WRITING EFFECTIVE LEARNING OBJECTIVES -- INSTRUMENT 11 USING ACTION VERBS FOR DIFFERENT CATEGORIES OF LEARNING OBJECTIVES -- INSTRUMENT 12 AN EXAMPLE AND A TEMPLATE FOR WRITING FP AND CAC LEARNING OBJECTIVES BY DOMAIN AND C -- INSTRUMENT 13 COMMON LEARNING METHODS IN COMPETENCY-BASED EDUCATION (CBE) -- INSTRUMENT 14 COMPETENCY-BASED EDUCATION (CBE) TEACHING/LEARNING METHODS - CHECKLIST -- INSTRUMENT 15 LEARNING MANAGEMENT SYSTEMS AND EDUCATIONAL TECHNOLOGY TOOLS -- INSTRUMENT 16 CONSIDERATIONS FOR CAREFUL SELECTION OF EDUCATIONAL TECHNOLOGY TOOLS -- INSTRUMENT 17 FACTORS INFLUENCING EDUCATORS' ADOPTION OF LEARNING TECHNOLOGIES -- INSTRUMENT 18 TEMPLATE OF A CURRICULUM PLAN - OVERVIEW OF COURSES -- INSTRUMENT 19 TEMPLATE OF A COURSE SYLLABUS - TIME AND RESOURCE ALLOCATION -- INSTRUMENT 20 COMPETENCY-BASED ASSESSMENT METHODS - CHECKLIST -- INSTRUMENT 21 ePORTFOLIO PLATFORMS -- INSTRUMENT 22 APPROACHES TO BUILDING THE CAPACITY OF EDUCATORS TO DELIVER COMPETENCY-BASED EDUCATIO -- INSTRUMENT 23 EXAMPLES OF APPROACHES TO PROGRAMME AND CURRICULUM EVALUATION -- INSTRUMENT 24 OVERVIEW OF POTENTIAL EVALUATION PITFALLS AND MITIGATION STRATEGIES -- INSTRUMENT 25 FP AND CAC EDUCATIONAL DESIGN MODEL - CHECKLIST WITH PHASES AND STEPS.