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Browze these resources to develop a competency-based education program at your institution, help you lead CBE at the programmatic, institutional, or state-system level, or learn about the latest CBE research, design models, and best practices.
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Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education (iNACOL, 2017)
The Crosswalk to Other Standards report serves as a reference
guide comparing the C-BEN Quality Framework to a variety
of other frameworks and standards that may be of interest to
institutions and individuals at varying stages of investigating,
planning, developing and implementing competency-based
programs. This comparison provides institutions with information
as to how the C-BEN Quality Framework fits within the
landscape of current frameworks in higher education and
the field and ways in which the C-BEN Quality Framework
brings added value to inform planning, decision-making and
evaluation of quality CBE programming.
Quality Principles and Standards for Competency-Based Educational Programs – Press release (C-BEN, 2016)
Questions Information Technology Professionals Should Ask About Competency-Based Education Programs: A Resource Guide (C-BEN, 2016)
Redefining Competency-Based Education provides an expanded definition of career competence, based on actual employer hiring and promotion requirements, which enhances university curricula to better prepare students for work and life. Readers will learn how private sector competency models have evolved to define criteria for hiring, promoting, and training talent.
The authors contrast these models with classic university practices to document a historic academic preference for technical preparation over the so-called soft skills valued by employers. This book outlines techniques for measuring and developing soft skills that provide significant advantage in career success, and shares examples of universities that have successfully implemented these concepts.
American postsecondary education has immeasurably expanded economic opportunity, improved our quality of life, fostered advances in art and culture, and driven scientific and technological innovation. It is rightly the envy of the world. American colleges and universities have also served a noteworthy public good by preparing our nation’s leaders and cultivating thoughtful, productive citizens capable of informed debate, respectful disagreement, and community engagement.