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The Return On Investment (ROI) Estimator was designed to help calculate and predict the ROI and break-even point for CBE programs and potential new workforce partnership programs. This model allows for baseline (existing) operating revenue and costs to be identified separately from the revenue and costs which would be associated with a potential new workforce partnership program that might be considered. This document includes an overview of the data needed to make these calculations, an explanation of the calculations being made to estimate the ROI and break-even point, and case examples of the questions this model answers.
ePortfolios Based on Competency Models: Connecting Academia to the Workplace and Back (Porto and Thompson, 2017)
This Field Guide Executive Summary is the product of deep collaboration across the Kentucky Community and Technical College System (KCTCS) leadership and office staff, college faculty and staff, and partner organizations. We recognize the lead consultant partners from the Competency-Based Education Network (C-BEN) who provided the overall initiative structure, process, and direction. We were constantly inspired by KCTCS, the college faculty and staff, and other stakeholders who participated in this initiative during a year and a half of unprecedented change. We’d also like to acknowledge the leadership of the entire project facilitation team who provided strategic direction and support, including Chancellor Dr. Kris Williams, Project Director Harmony Little, Chancellor’s Fellows Carla Hornback (Elizabethtown Community and Technical College) and Mike Rodgers (Owensboro Community and Technical College), Chief Academic Officer Dr. Greg Feeney (Bluegrass Community and Technical College), and Vice President of Student Affairs Ingrid Washington (Gateway Community and Technical College). The facilitation team was anchored by C-BEN President Dr. Charla Long and Senior Consultant Dr. Tiffany Denton. Former KCTCS Vice Chancellor of Workforce Solutions, Dr. Shannon Gilkey, was the genesis of this vision to ensure greater alignment between education and the workforce. The KCTCS President’s Delivery and Programs Action Team, composed of KCTCS College Presidents Dr. Koffi Akakpo (Bluegrass Community and Technical College), Dr. Larry Ferguson (Ashland Community and Technical College), Dr. Phil Neal (Southcentral Kentucky Community and Technical College) and Dr. Scott Williams (Owensboro Community and Technical College) provided executive sponsorship.
This 18-month planning grant was generously provided by Ascendium Education Group in partnership with program officer Maryann Rainey. Rainey is responsible for strategic grantmaking in support of Ascendium’s Streamlining Key Learner Transitions focus area, which seeks to improve transitions through better data sharing; enhanced collaboration between postsecondary institutions and systems; and more effective processes for aligning educational and workforce training programs with labor market demand. Rainey provided valued partnership, guidance, and support.
Thank you to all who participated in this planning process. For a complete list see: https://systemoffice.kctcs.edu/align/contributors.aspx
Expanding Student Success: A Primer on Competency-Based Education from Kindergarten Through Higher Education (NGA, 2015)
Faculty and Staff Roles and Responsibilities in the Design and Delivery of Competency-Based Programs: A C-BEN Snapshot
Faculty supporting and developing a CBE program â€“ strategies implemented at the University of Mary Hardin-Baylor
Fit for Purpose: Taking the Long View on Systems Change and Policy to Support Competency Education (iNACOL, 2018)
From policy to practice, How competency-based education is evolving in New Hampshire (Freeland, 2014)
FSA Training Conference for Financial Aid Professionals Dec. 2015 – Competency-based and Direct Assessment Programs
The future we’ve all been talking about — waves of automation, massive employment churn, dire need for upskilling and reskilling — is here. But we’ve yet to build a next generation education model that’s up to the challenge of serving today’s working learners and closing the gap between education and career. To gear up, we need a better way to define, measure, and talk about learning, and competencies give us that language. This paper illustrates how competencies are essential to enabling the agile work-learn model that learners and our country need to thrive.