Disrupting the Game-Changer: Remembering the History of Competency-Based Education

2014 ◽  
Vol 46 (6) ◽  
pp. 16-23 ◽  
Author(s):  
Chris W. Gallagher
Keyword(s):  
Competency Based Education ◽  
History Of ◽  
Competency Based ◽  
Game Changer

COMPETENCY-BASED EDUCATION: THEORY AND PRACTICE

2021 ◽  
Author(s):  
Tacettin Açıkgöz ◽  
Mustafa Cem Babadoğan
Keyword(s):  
Mixed Methods Research ◽  
Traditional Education ◽  
Theory And Practice ◽  
Formative Assessments ◽  
Competency Based Education ◽  
Education Theory ◽  
History Of ◽  
Competency Based ◽  
Convergent Design ◽  
Structured Questionnaire

This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of “competence,” “proficiency,” and “qualification.” The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students’ progress and measures it by formative assessments and that, in CBE, students’ learning gaps are eliminated by supporting them at each stage.

Personalized Learning Plans and Competency-Based Education

2020 ◽  
pp. 28-53
Keyword(s):  
School Personnel ◽  
Personalized Learning ◽  
Background Information ◽  
Competency Based Education ◽  
History Of ◽  
Competency Based ◽  
Postsecondary Plans ◽  
Definition Of ◽  
K 12 ◽  
Learning Plans

This chapter is designed to inform teachers, administrators, and educational policymakers on the background of personalized learning plans (PLPs), the definition of a PLP, components of a PLP, and the research involving the use of PLPs. In recent years, states have spearheaded initiatives involving PLPs, either requiring the use of them through mandates or encouraging school personnel to use some sort of individualized plans for students to connect their K-12 experiences with postsecondary plans. The chapter also addresses competency-based education, which is often implemented in conjunction with personalized learning. The chapter provides an introduction, background information, and a brief history of PLPs and competency-based education. Additional resources are included as well.

scholarly journals Competency Based Education and Training: A Fresh Green Leaf from the Australian Context for TVET in Africa

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Makworo Edwin Obwoge
Keyword(s):  
Economic Development ◽  
Education And Training ◽  
Industrial Sector ◽  
Policy Formulation ◽  
Quality Education ◽  
High Quality Education ◽  
Competency Based Education ◽  
Competency Based ◽  
And Training ◽  
Game Changer

<div><p><em>The labour market in most developing countries in Africa has experienced challenges of qualified human resource to carry out their desired functions. The academic institutions are supposed to produce graduates who would readily fit into the job market. The TVET institutions were designed to produce graduates with technical skills to work in the industrial sector and other sectors of the economy in order to accelerate economic development. However there have been many complaints from many employers on non-competence of most TVET graduates and this has seriously incapacitated economic development in Africa. Many employers have to spend time retraining the TVET graduates which wastes time and resources that would have been used in production. This paper reviews literature on competence based education and training and draws important lessons for application, policy formulation and improvement in the African systems. Competency-based education could serve as a game changer in Technical and Vocational Education, delivering high-quality education experiences that lead to demonstrated learning and mastery at an affordable price.</em></p></div>

A culture of competence: A survey of implementation of competency-based education and assessment.

2016 ◽  
Vol 10 (4) ◽  
pp. 198-205 ◽  
Author(s):  
Catherine L. Grus ◽  
Carol Falender ◽  
Nadya A. Fouad ◽  
Ashima Kapur Lavelle
Keyword(s):  
Competency Based Education ◽  
Competency Based

Competency-Based Education in Minimally Invasive and Robotic Colorectal Surgery

2021 ◽  
Vol 34 (03) ◽  
pp. 155-162
Author(s):  
Marisa Louridas ◽  
Sandra de Montbrun
Keyword(s):  
Minimally Invasive ◽  
Technical Skill ◽  
Assessment Tools ◽  
Independent Practice ◽  
Competency Based Education ◽  
The Past ◽  
Robotic Colorectal Surgery ◽  
Competency Based ◽  
Colorectal Surgeons ◽  
Educational Paradigm

AbstractMinimally invasive and robotic techniques have become increasingly implemented into surgical practice and are now an essential part of the foundational skills of training colorectal surgeons. Over the past 5 years there has been a shift in the surgical educational paradigm toward competency-based education (CBE). CBE recognizes that trainees learn at different rates but regardless, are required to meet a competent threshold of performance prior to independent practice. Thus, CBE attempts to replace the traditional “time” endpoint of training with “performance.” Although conceptually sensible, implementing CBE has proven challenging. This article will define competence, outline appropriate assessment tools to assess technical skill, and review the literature on the number of cases required to achieve competence in colorectal procedures while outlining the barriers to implementing CBE.

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