Chapter One — 1.1 Background to the Study

Over the past decade, the relationship between competency-based curriculum design and attainment of educational objectives has become a subject of considerable debate among scholars and industry practitioners alike, particularly within the context of Selected Commercial Banks in Nigeria where operating conditions differ markedly from more developed markets.

Selected Commercial Banks in Nigeria presents a useful setting for examining this relationship precisely because the conditions there — structural, regulatory, and behavioural — differ from those typically assumed in the broader literature, most of which draws on evidence from more developed economies.

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

This study is significant to a range of stakeholders. For policymakers and regulators, the findings offer evidence to guide the design of frameworks that support healthier outcomes around attainment of educational objectives. For managers and practitioners within Selected Commercial Banks in Nigeria, the study provides practical insight into how competency-based curriculum design can be better managed. Finally, it contributes to the academic literature on curriculum studies by extending existing knowledge into a specific empirical context, and offers a reference point for future researchers.

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.