Principles for Developing Competency-Based Education Programs

Autor/inn/en	Johnstone, Sally M.; Soares, Louis
Titel	Principles for Developing Competency-Based Education Programs
Quelle	In: Change: The Magazine of Higher Learning, 46 (2014) 2, S.12-19 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2014.896705
Schlagwörter	Higher Education; Competency Based Education; Community Colleges; Curriculum Design; Educational Resources; Educational Assessment; Competence; Educational Quality; Student Costs; School Business Relationship; Academic Support Services; Academic Achievement; Individual Differences; Prior Learning; Orientation; Student Personnel Services; Educational Objectives; Evaluators + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Community college; Community College; Lehrplangestaltung; Bildungsmittel; assessment; Bewertungssystem; Kompetenz; Quality of education; Bildungsqualität; Studienkosten; Schulleistung; Individueller Unterschied; Vorkenntnisse; Orientierung; Educational objective; Bildungsziel; Erziehungsziel
Abstract	The 2013 US college/university policy agenda, "Making College Affordable: A Better Agenda for the Middle Class," highlighted the role of developing technologies, institutional curriculum-design processes, and new delivery methods as keys to providing quality, affordable postsecondary education. Competency-based education (CBE) is given as a specific example of one such approach. This article describes work conducted by Western Governors University (WGU) over the last year to share its CBE model with 11 community colleges across the US. Successful models demonstrate that CBE can fit into existing campus structures, if certain principles are followed: (1) the degree reflects robust and valid competencies; (2) students are able to learn at a variable pace and are supported in their learning; (3) effective learning resources are available any time and are reusable; and (4) assessments are secure and reliable. These principles, detailed in the article, can help guide higher education leaders as they develop their own CBE programs. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10