The author reviews various sources of competencies used in forming a competency based educational process, dividing these sources into three groups: inductive (from observation), deductive (from general principles), and seductive (from presently existing programs). (MJB)

The popular educational reform trend toward competency testing is appropriate to measure achievement in the basic skills areas, but competency testing in core curriculum areas may cause teachers to teach for the test, lead to minimal standards at the expense of excellence, and stifle the transfer of learning and creativity. (CB)

This paper describes the philosophic assumptions underlying the movement towards minimum competency testing. Definitions of such concepts as scientific educational management, what is worth knowing, and the knower are explored. (DF)

Evaluation of student minimal competency should be based partly on national concerns, partly on local concerns, and partly on the needs of the learner. Evaluation must be built into all levels. (JMF)

Describes one elementary principal's experience with implementing outcome-based education (OBE), which combines competency based education and mastery learning. The principal explains that he is not convinced that OBE is a worthwhile philosophy to pursue, and he lists problems and common objections from teachers and community members. (SM)