A new report from the Competency-Based Education Network (C-BEN) reveals that colleges and universities offering competency-based education (CBE) programs have common expectations for program design and that those responsible for designing and delivering these programs tend to be full-time employees with a master's or a doctorate degree.
The report, Faculty and Staff Roles and Responsibilities in the Design and Delivery of Competency-Based Programs: A C-BEN Snapshot, was released today at the C-BEN winter convening in San Diego.
On Tuesday, The U.S. Department Education released an extensive reference guide for institutions that are participating in an experiment on competency-based education.
Roughly 600 colleges are in the design phase for a new competency-based education program, are actively creating one or already have a program in place. Amid this quick expansion, a group of college officials, including C-BEN and C-BEN members, are meeting in Phoenix next month to share information about how to develop competency-based credentials. The agenda also features discussions about what academic quality should look like in those programs.
At the March 2015 convening, C-BEN released a first year findings and discoveries report. The report includes a history of competency-based education and the creation of C-BEN, as well as lessons learned and key take-aways from the first year of work.
Thirteen institutions and two public systems representing 40 campuses join colleges and universities addressing shared challenges to designing, developing, and scaling high-quality competency-based degree programs.
Inside Higher Ed by Paul Fain
The U.S. Department of Education will allow at least 40 colleges to experiment with competency-based education and prior learning assessment, granting them a waiver from certain rules that govern federal financial aid.