Competency-based Education
Understanding Competency-based Education
Competency-based education (CBE) is an approach to
education that focuses on students demonstrating their knowledge and skills
through the completion of specific tasks or assessments, rather than through
seat time or traditional course credit. CBE has been gaining attention in
recent years as a potential solution to the challenges of providing a flexible,
personalized education in the 21st century.
One policy document that discusses the potential
benefits of CBE is the "Report to Congress: Competency-Based Education
Demonstration Program" (U.S. Department of Education, 2015). The report
highlights the potential of CBE to increase access to education, particularly
for non-traditional students, and to improve the alignment between education
and workforce needs. The report also notes that CBE can promote student
engagement and motivation by allowing students to progress at their own pace
and by providing clear and measurable learning outcomes.
Empirical research on CBE has also found potential
benefits. A study by the Education Commission of the States (2016) found that
CBE can improve student outcomes such as persistence, completion, and academic
achievement. A meta-analysis of CBE studies by the American Institutes for
Research (2017) also found that CBE can lead to higher student achievement and
college readiness.
One example is in Africa, where CBE has been
implemented in several countries such as Kenya as a way to address the
challenges of providing quality education in low-resource settings. A study by
the African Development Bank (2018) found that CBE can improve access to
education, increase student retention and completion rates, and promote more
efficient use of resources. The study also notes that CBE can be adapted to the
local context, in Kenya for example, it's been implemented through the
Competency Based Curriculum (CBC) (Kenya Institute of Curriculum Development
(KICD), 2021) which focuses on hands-on learning, problem-solving and critical
thinking skills, and can be implemented through a variety of delivery models,
such as blended learning or distance education (Ministry of Education, Kenya,
2021).
Another example is in Australia, where CBE has been
implemented in several states and territories as a way to provide more flexible
and personalized education. A study by the National Centre for Vocational
Education Research (NCVER, 2016) found that CBE can improve student engagement
and motivation, increase completion rates, and lead to better alignment between
education and workforce needs.
In Europe, there are some examples of CBE being
implemented in vocational education and training (VET) systems. A study by the
European Centre for the Development of Vocational Training (Cedefop, 2017)
found that CBE can improve the relevance and quality of VET, increase student
engagement, and lead to better alignment between education and the needs of the
labor market.
Additionally, in Asia, where CBE has been implemented
in several countries as a way to improve the quality and relevance of
education. A study by the Asian Development Bank (2018) found that CBE can improve
student outcomes such as academic achievement, employability, and lifelong
learning. The study also notes that CBE can be implemented through a variety of
delivery models, such as online or blended learning, and can be tailored to the
local context and the needs of different sectors.
Also, in Latin America, where CBE has been implemented
in several countries as a way to improve access to education and to align
education with the needs of the labor market. A study by the Inter-American Development
Bank (IDB, 2018) found that CBE can improve student outcomes such as academic
achievement and employability, and can increase the efficiency and quality of
education. The study also notes that CBE can be adapted to the local context
and can be implemented through a variety of delivery models, such as online or
blended learning.
Furthermore, in North America, Canada has been
experimenting with CBE in different provinces, with some initiatives focused on
providing more flexible and personalized education. A study by the Higher
Education Quality Council of Ontario (HEQCO, 2016) found that CBE can improve
student outcomes such as academic achievement, employability, and satisfaction,
and can lead to more efficient use of resources.
In conclusion, these examples from different
continents demonstrate that CBE can be adapted to various cultural, economic,
and educational contexts and can help to improve access, student engagement,
and alignment between education and workforce needs. However, It is important
to note that CBE is still a relatively new approach to education, and more
research is needed to fully understand its potential benefits and challenges.
However, these policy documents and empirical studies suggest that CBE has the potential
to provide a flexible, personalized education that is better aligned with the
needs of 21st century learners and the workforce.
References:
African
Development Bank. (2018). Competency-Based Education in Africa: A Review of
Literature and Case Studies.
American
Institutes for Research. (2017). Meta-Analysis of Competency-Based Education
Research.
Asian
Development Bank. (2018). Competency-Based Education in Asia: A Review of
Literature and Case Studies.
Education
Commission of the States. (2016). Competency-Based Education: A Review of the
Literature.
European
Centre for the Development of Vocational Training (Cedefop). (2017).
Competency-based approaches in vocational education and training (VET): A
literature review.
Higher
Education Quality Council of Ontario (HEQCO). (2016). Competency-based
education in Ontario: A review of the literature.
Inter-American
Development Bank (IDB). (2018). Competency-Based Education in Latin America: A
Review of Literature and Case Studies.
Kenya
Institute of Curriculum Development (KICD). (2021). Competency Based
Curriculum.
Ministry of Education, Kenya. (2021). Competency Based Education in Kenya.
National
Centre for Vocational Education Research (NCVER). (2016). Competency-based
training and assessment: A review of the literature.
U.S.
Department of Education. (2015). Report to Congress: Competency-Based Education
Demonstration Program.
This is awesome!
ReplyDeleteGreat content
ReplyDeleteWow, thanks for sharing 🙏
Delete