Chapter One — 1.1 Background to the Study

Competency-Based Curriculum Design has increasingly attracted the attention of researchers, regulators, and practitioners concerned with attainment of educational objectives. This growing interest reflects the recognition that competency-based curriculum design does not operate in isolation, but interacts with a wider set of institutional and market conditions found within Selected Commercial Banks in Nigeria.

Within the context of Selected Commercial Banks in Nigeria, this relationship carries particular significance. Organizations in this setting operate under a distinct combination of economic, regulatory, and market conditions that may amplify or dampen the effect of competency-based curriculum design on attainment of educational objectives, making a context-specific inquiry both timely and necessary.

1.2 Statement of the Problem

While competency-based curriculum design is widely discussed in policy and industry circles, empirical evidence on its actual effect on attainment of educational objectives within Selected Commercial Banks in Nigeria remains sparse and, in places, contradictory. This lack of localized, rigorous evidence makes it difficult for decision-makers to know with confidence whether current approaches to competency-based curriculum design are helping or hindering attainment of educational objectives — a gap this study sets out to close.

1.3 Objectives of the Study

1. To examine the effect of Competency-Based Curriculum Design on attainment of educational objectives in Selected Commercial Banks in Nigeria.
2. To assess the extent to which competency-based curriculum design influences attainment of educational objectives within the study area.
3. To identify the challenges associated with competency-based curriculum design in relation to attainment of educational objectives.
4. To recommend strategies for optimizing competency-based curriculum design in order to improve attainment of educational objectives.

1.4 Research Questions

1. What is the effect of competency-based curriculum design on attainment of educational objectives in Selected Commercial Banks in Nigeria?
2. To what extent does competency-based curriculum design influence attainment of educational objectives within the study area?
3. What challenges are associated with competency-based curriculum design in relation to attainment of educational objectives?
4. What strategies can be adopted to optimize competency-based curriculum design in order to improve attainment of educational objectives?

1.5 Significance of the Study

Beyond its academic contribution to the field of curriculum studies, this study has practical value for management teams within Selected Commercial Banks in Nigeria seeking to understand how competency-based curriculum design translates into measurable outcomes around attainment of educational objectives. It is equally useful to students and future researchers looking for a localized empirical reference on this relationship.

1.6 Scope of the Study

In terms of scope, this MSc study confines itself to Selected Commercial Banks in Nigeria, focusing specifically on how competency-based curriculum design relates to attainment of educational objectives within that setting. Findings are interpreted within these boundaries rather than as universal claims applicable to every organization or market.