C-BEN is now accepting submissions for its CBE Storytelling Contest. We are looking for short, digital stories that showcase CBE programs, students, and institutions. Share your story!
See our News & Insights page for more details. See below for the Contest Details and Rules/Disclosures.
The Competency-Based Education Network releases its latest edition of the Quality Framework for CBE Programs. This framework is intended to inform strong program design, and build the confidence of regulators working to create a safe space for responsible innovation.
C-BEN's aim with this work is to provide guidance to the field, allowing institutions to draw on these principles and standards to inform the design, implementation, or scaling of high-quality programs. This framework can provide guideposts and assurances to policymakers and accreditors tasked with regulating this vibrant, and still emerging, field of practice.
Faculty and Staff Roles and Responsibilities in the Design and Delivery of Competency-Based Programs: A C-BEN Snapshot
A new report 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.
America’s Call For Higher Education Redesign the 2012 Lumina Foundation Study Of The American Public’s Opinion On Higher Education
Lumina Foundation, an Indianapolis-based private foundation, is committed to enrolling and graduating more students
from college — especially 21st century students: low-income students, students of color, first-generation students, and adult learners. Lumina’s goal is to increase the percentage of Americans who hold high-quality degrees, certificates, and other credentials to 60 percent by 2025. Lumina pursues this goal in three ways: by identifying and supporting effective practices, through public policy advocacy, and by using communications and convening power to build public will for change.
Imagine a woman named Juliana. Like many 18-year-old high school graduates, she isn’t sure what she wants to do when she grows up. Although neither of her parents went to college, they had long set the expectation that she would. Juliana and her family can’t afford the expensive four-year college, so she enrolls in the local community college, working toward her associate degree.
This paper examines competency-based education as a potential cost-saving strategy for both students and institutions, and seeks to understand how these programs can be implemented at regional public institutions.
Competency-based education programs don’t easily fit within standard time-based approaches to disbursing federal student aid, making access to Federal Direct Student Loans and Federal Pell Grants difficult. With the pool of potential students limited by the availability of financial aid, colleges and universities continue to have little incentive to design large-scale competency-based programs. Addressing this challenge will be critical to the future of these programs.