UNDERSTANDING COMPETENCY-BASED EDUCATION
STRATEGY LABSState Policy to Increase Higher Education ANDINGCOMPETENCY-BASED EDUCATIONTOOLKITThe tools in this packet will help states describe and discuss competency-based education. These tools can be used toeducate legislators, members of higher education commissions or boards, staff at institutions or systems, students and thegeneral public. Frequently Asked Questions About Competency-Based Education. Since many stakeholdershave only their own educational experience to draw on, and most progressed through a traditionalenvironment, they might be unfamiliar with competency-based education. This document provides answersto some of the most frequently asked questions about competency-based education. How to Communicate About Competency-Based Education. This is a two-sided document thatincludes strategies for talking about competency-based education generally and with specific audiences. Comparing Traditional Education and Competency-Based Education. This table highlights someof the main differences (and similarities) between traditional education delivery models and competencybased education. It can serve as a starting point for discussion and clarification about competency-basededucation design and philosophy. Understanding Competency-Based Education and Prior Learning Assessment. There is atendency for people to conflate competency-based education and prior learning assessment, which isproblematic for a variety of reasons. In terms of state policy, many states have implemented legislationaround including prior learning assessment as part of their strategy for meeting state attainment goals.If policymakers in those states are being asked to also consider the importance of competency-basededucation, it is important that they clearly understand the difference. This brief description of both helps toclarify those differences. Costs, State Policies and Competency-Based Education—Considerations for States. Asstate-level stakeholders seek to encourage the development and growth of competency-based educationprograms, they will need to understand the costs institutions face and how funding, financial aid and tuitionpolicies might affect program development. This table offers a brief summary of these issues, questionspolicymakers and others might face and considerations for state policymakers to encourage the growth ofcompetency-based education.
FREQUENTLY ASKED QUESTIONS ABOUTCOMPETENCY-BASED EDUCATIONSince many stakeholders have only their own educational experience to draw on, and most progressed through a traditionalenvironment, they might be unfamiliar with competency-based education. This document provides answers to some of themost frequently asked questions about competency-based education.What is competency-based education?Competency-based education is an approach to designing academic programs with a focus on competencies (knowledge,skills and abilities) rather than time spent in a classroom. According to the Competency-Based Education Network(C-BEN):Competency-based education combines an intentional and transparent approach to curricular design with an academicmodel in which the time it takes to demonstrate competencies varies and the expectations about learning are heldconstant. Students acquire and demonstrate their knowledge and skills by engaging in learning exercises, activities andexperiences that align with clearly defined programmatic outcomes. Students receive proactive guidance and supportfrom faculty and staff. Learners earn credentials by demonstrating mastery through multiple forms of assessment, oftenat a personalized pace.Is this just another name for prior learning assessment?They are two different things. Competency-based education is an approach to teaching and learning that clearly identifiesthe competencies that students must master. Prior learning assessment is a tool used to assess learning outside of astudent’s academic program.Is this a fad?Competency-based education has existed for over 40 years. It is enjoying a resurgence of interest and currently beingemployed in over 600 programs. With the promise of better serving students across the country, competency-basededucation is likely to be long-lasting and transformative for education.How do we ensure quality?Quality in competency-based education programs is ensured in multiple ways. Faculty and subject matter experts(including workforce partners) are engaged in defining rigorous competencies. Third-party partners are used to validatecompetencies and assessments. Independent verification of assessments can be used to ensure their rigor. Programsare designed using national quality assurance frameworks, such as the Degree Qualifications Profile. The CompetencyBased Education Network is also developing a set of Quality Standards for CBE to support institutions in developing highquality programs.
FREQUENTLY ASKED QUESTIONS ABOUTCOMPETENCY-BASED EDUCATIONIs competency-based education just cheaper and faster?Students are at the center of competency-based education programs. These programs offer personalized pathways sothat students can take the time they need to fully demonstrate mastery of competencies. In some cases, students mightbe able to progress more quickly through their programs. In other cases, they might need to spend more time with thematerial to demonstrate mastery of all competencies. Increasingly, institutions are designing their competency-basededucation programs with affordability in mind so that even students who need more time might pay less than they wouldin traditional education.Is this for all students?Students from many different backgrounds can thrive in a competency-based education environment. Competencybased education should be considered an additional option for students, and may not be ideal for everyone. Programsshould be intentionally designed to meet the needs of their target students.Is this for all educational programs?Although some programs might lend themselves more easily to a competency-based design, all programs could bedelivered in a competency-based education environment. Currently programs are being developed at hundreds ofinstitutions and in majors ranging from general education to organizational leadership to advanced manufacturing.Is this actual instruction?One of the hallmarks of competency-based education is student support and regular interaction with teaching faculty.Although the delivery of content might look different from traditional education settings, students are still learning fromsubject matter experts and being holistically supported by institutions. Some CBE programs offer a learning experiencebased on responsible innovations integrating emerging technology, predictive analytics, cognitive science, andinstructional design to offer learning support (instruction) that is responsive and personalized.Are these programs expensive to develop and maintain?It depends on the existing infrastructure and the design plan for the competency-based education programs. Startupcosts can be high, but there can be a relatively short break-even timeline. Ultimately, the focus should be on what is bestfor students.
COMMUNICATING ABOUTCOMPETENCY-BASED EDUCATIONAs institutions work to develop and scale competencybased education programs, and states look for ways tosupport them, the following framework might be helpful indeveloping an effective communication plan and strategy. Competency-based education combinesan intentional and transparent approachto curricular design with an academicmodel in which the time it takes todemonstrate competencies varies andthe expectations about learning areheld constant. Students acquire anddemonstrate their knowledge and skills byengaging in learning exercises, activitiesand experiences that align with clearlydefined programmatic outcomes. Studentsreceive proactive guidance and supportfrom faculty and staff. Learners earncredentials by demonstrating masterythrough multiple forms of assessment,often at a personalized pace.General Communication StrategiesAs states and institutions communicate about competencybased education, they should: Use multiple pathways and messages; Know the audience and meet themwhere they are; Anticipate questions and prepareresponses ahead of time; Rely on lessons learned and publiclyavailable sources to help craft messages; Provide specific examples; Keep communication simple and avoidjargon, but look for ways to make it fun; Repeat, repeat, repeat; and Practice.Other ways of talking about competency-basededucation include1: A way to grow talent and build skills tomeet the challenges of the future; A conversation with colleges anduniversities, and with K-12, licensingboards, other forms of education andthe workforce; Personalized and individualized; and An approach with a focus on identifyingand recording knowledge, skills andabilities across a broad spectrum.Describing Competency-Based EducationGiven the multitude of options for designing competencybased education programs, it is often difficult to describeit in a broadly applicable way. In communication plans andstrategies developed by states, it is important to have a clear,consistent way of describing competency-based education.This description should allow stakeholders to have an ideaof what competency-based education is, but not describeprograms so specifically that institutions feel constrained.The Competency-Based Education Network (CBEN) is agroup of institutions that, together, are leaders in defining,describing and supporting competency-based education.This is the C-BEN definition:Communicating About Competency-BasedEducation to Different AudiencesThe table on the following page provides some advice forhow to talk about competency-based education with variousstakeholder groups.1 These points are adapted from a presentation by Joellen Shendy,Registrar at University of Maryland University College, onNovember 18, 2015.
COMMUNICATION POINTS ANDEXAMPLES BY AUDIENCESTAKEHOLDERMAIN POINTS TO COMMUNICATE Faculty are subject matter experts and arecentral in ensuring quality of programs. There is a more versatile style of teaching andflexible staffing roles and structures.FACULTY Faculty are free to focus on certain subjectareas or design tasks. Assessments are authentic, measurable andmeaningful.ADMINISTRATORS Students will engage in learning outsidethe classroom and utilize valid and reliableassessments that include both objective andperformance-based tools, not just standardlecturing or tests. There are transparent expectations for whatstudents need to prove they know and whatskills and abilities they can demonstrate.STUDENTS Programs allow for personalization andflexibility and are often self-paced. This approach holds potential for lower cost tostudents and states. There is no single “right” way to designprograms, but there are some common features. Education and workforce development needsmight be better connected to address ncy-based education relies on faculty forthe development, articulation and assessment ofspecific knowledge, skills and abilities of whichstudents must demonstrate mastery.Competency-based education serves studentmarkets not currently well served, and canpotentially result in an increase in enrollment,completion and revenue.Competency-based education provides morepersonalized learning that allows you to progressas you demonstrate mastery of the subject matter. Learning might be project-based or experiential. Institutions can serve students better byproviding transparent yet flexible pathways todegree completion.LEGISLATORSEXAMPLE STATEMENTS This is an innovative approach to build astronger workforce. Employers will know what knowledge, skills andabilities that graduates possess.Competency-based education is an approach tolearning that can serve your [jurisdiction] betterthrough both alignment to employer needs andtransparent expectations for what knowledge,skills and abilities graduates possess; assuranceof quality through valid and reliable assessmentsof learning; and the potential to lower costs forstudents and taxpayers.Competency-based education gives the businesscommunity greater assurance that universities areequipping their graduates and future employeeswith the knowledge, skills and abilities needed fora productive workforce. The approach also allowsfor greater alignment to local workforce needs. K-12 and higher education stakeholders mighthave different vocabulary, but same underlyingprinciples.K–12 Learning organized around knowledge, skillsand abilities that students must master ratherthan credit hours. Allows for flexible pacing of progress. Competency-based diplomas are becomingmore widely recognized.Competency-based education focuses on theknowledge, skills and abilities of students, whichallows for self-paced progress and providesstudents with the supports they need to succeed.
COMPARING COMPETENCY-BASED EDUCATION ANDTRADITIONAL EDUCATIONCOMPETENCY-BASED EDUCATIONTRADITIONAL EDUCATIONCourse.BUILDING BLOCK OFACADEMIC PROGRAMCourse-based—lecture,discussion, lab. Can be online orin-person. Fixed timing.CONTENT DELIVERYCourse-based examsand projects.ASSESSMENT OF LEARNINGBased on semester orcredit hours.TUITIONStudents go to class or virtuallyattend online sessions for a setnumber of hours per day andparticipate in faculty-ledlectures or activities.CULTURE OF LEARNINGCompetency(knowledge, skill, ability).Varied and includes lectures,projects, use of publicly availableresources developed by experts(open educational resources).Online or face-to-face. May be selfpaced. Flexible and personalized.Students are evaluated through asystem of authentic assessmentsdesigned to determine mastery ofcompetencies over the entirety ofa program. Multiple methods ofassessment may be used.Subscription models charge tuitionbased on a set amount of time (e.g., 2,500 for 6 months); modular tuitionmodels charge per competency unitor module.Varies by institution and student populationserved. Flexible, personalized learningenvironment with regular interaction withfaculty and may include classes, projectsor learning outside of the classroom orlearning wherever it occurs.Students advance bydemonstrating mastery ofcompetencies.Students earn credits for completingcourses, typically with acquisition ofat least 60 percent of the material.MEASURING PROGRESSStudents take a series ofcourses or classes in aprescribed time period.A single faculty member mayperform multiple roles and serve assubject matter expert, instructor,advisor, curriculum designer, etc.EXPECTATIONSFACULTY ROLEStudents progressdepends upon mastery ofcompetencies.Roles may be unbundled and havespecific curriculum designers,assessors, coaches, subjectmatter experts, etc.
UNDERSTANDING COMPETENCY-BASED EDUCATION ANDPRIOR LEARNING ASSESSMENT“Competency-based education” (CBE) and “prior learning assessment” (PLA) often are used interchangeably. However, inreality they are two different things.While both are used to support degree completion, competency-based education is an approach to organizing and deliveringeducation around students’ knowledge, skills and abilities (rather than time spent in courses). Prior learning assessment isa tool for assessing what knowledge students have acquired outside their academic programs.Competency-based education, as an approach, is an intentionally designed program through which students acquireknowledge, build skills and demonstrate mastery of competencies. Student learning is at the core of this approach. CBEprograms are designed in all kinds of ways. On the whole, CBE might be agnostic to the details of how knowledge isacquired (for example, CBE programs could be course-based or project-based, they could rely heavily on open educationalresources, or they could encourage independent learning through experiences), but a specific CBE program is designeda certain way for a reason. CBE programs might employ PLA to determine the knowledge, skills and abilities with whichstudents enter a program—in similar fashion to a traditional educational approach.Prior learning assessment, as a tool, is used to assess what students have already learned before enrolling in an academicprogram. Students are given credit for what they already know and do not have to participate in relearning that material. Theexams and portfolio assessments that fall under the PLA umbrella are not concerned with where and how a student hasbuilt knowledge, but rather are focused on whether the student has mastery over the academic content. Furthermore, theseexams and assessments are taken at one point in time and are not built to scaffold learning or support students through anentire educational program. Students would not enter a program and earn a degree wholly through PLA.It is not enough to say simply that both PLA and CBE assess learning outside of the classroom. In fact, CBE is much morethan assessment—it is focused on the educational journey and mastery of learning.COMPETENCY-BASED EDUCATIONPRIOR LEARNING ASSESSMENT Pedagogical approach in which theknowledge, skills and abilities students mustmaster are clearly defined. Tool to support credential completion usingassessments that are designed to measurewhat knowledge students have beforeengaging in their education. Scaffolding of competency areas thatstudents must master in order to progressand earn degrees. Might be course- and credit-based, but mightnot. Includes Advanced Placement, CLEP,DANTES and other exams as well as portfolioassessments. Can be used by all kinds of higher educationprograms (traditional, CBE, etc.).
COSTS, STATE POLICIES AND COMPETENCY-BASEDEDUCATION CONSIDERATIONS FOR STATECONSIDERATIONS FORSTATES AND SYSTEMSThese costs consist of:COST TOINSTITUTIONS Curriculum andassessment development; Data and informationsystems; Staffing; and Marketing.QUESTIONS FORPOLICYMAKERS Where could efficiencies befound for institutions acrossthe state? How might budgetingpriorities differ in acompetency-basedenvironment? Are there metrics other thanthe credit hour that canhelp? What should the state beresponsible for supporting?STATE FUNDINGSTRATEGIESTUITIONPOLICIES Metrics and languagearound credit hour,enrollment intensity andacademic calendarsmight be difficult forcompetency-basededucation programs. What should students bepaying for? Should competency-basededucation programs bedesigned to intentionally becheaper? What is the investmentresponsibility of thestudent? Are state financial aidpolicies aligned with federalpolicies? If so, why?FINANCIAL AIDPOLICIES Are there alternativesources of studentassistance the state couldpromote?OPTIONS FOR CREATINGA SUPPORTIVE CONTEXTFOR COMPETENCY-BASEDEDUCATION Explore and encouragesharing of resources. Invest strategically at thestate level to not haveduplicate costs. Outcomes-based funding, orother strategies that do notrely on the credit hour. Subscription modelsthat might encourageaccelerated completion andbe more affordable for somestudents. Modularized tuition modelsthat can help studentsbetter fit their education intotheir lives. Decouple aid policies fromthe credit hour—perhapsbasing on percentage ornumber of competenciesmastered.
Competency-based education is an approach to designing academic programs with a focus on competencies (knowledge, skills and abilities) rather than time spent in a classroom. According to the Competency-Based Education Network (C-BEN): Competency-based education combines an intentional and transparent approach to curricular design with an academic
UNESCO EDUCATION SECTOR 5 Systems thinking competency Anticipatory competency Normative competency Strategic competency Collaboration competency Critical thinking Self-awareness competency Integrated problem-solving competency Promotion of key competencies for sustainability ESD enables all individuals to contribute to achieving the SDGs by equipping them
A Short History of Competency-Based Education in the U.S. 10 A Vision for a Competency-Based System 12 Current Competency-Focused Degree Programs in the U.S. 12 Competency Frameworks within Traditional Course-Based Programs 13 Community College Examples 14 Public 4-Year Institution Example 16
The Landscape of Competency-Based Education: Enrollments, Demographics, and Affordability Robert Kelchen This paper is the first in a series examining competency-based higher education from a number of perspectives. T hough the idea has percolated for decades, competency-based education (CBE) has finally
1 Introduction 1 1.1 Background of the Study 1 1.1.1 Definition and meaning of Competency 2 1.1.2 History and Evolution of Competencies 8 1.1.3 Competencies for Sales Staff 12 1.1.4 The Sales Competency Model 19 1.1.5 ASTD Competency Model 20 1.1.6 Competency Mapping 24 1.1.7 Model of Competency Mapping 27
1. The Competency Catalog serves as immediate reference and guide of HRMD to support the following activities: a) Recruitment and Selection Development of Competency-based assessment tools Development of Competency-based Job Descriptions b) Development of Competency-based Performance Management System by building a fair
Outpatient Competency and Jail-Based Competency Restoration Outcomes La Quinta Swan, HHSC JCAFS Access Subcommittee. Competency Restoration . Andrews Center Behavioral Healthcare System (Tyler) Heart of Texas Region MHMR Center (Waco) Central Counties Services (Belton) 6/17/2021 4. OCR: Services (1 of 2)
Core Competency Area 5: Observation and Assessment 43 Core Competency Area 6: Diversity and Dual Language Learners 47 Core Competency Area 7: Family and Community Relationships 50 Core Competency Area 8: Health, Safety, and Nutrition 54 Core Competency Area 9: Professionalism and Ethics 59
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