In 1906, the Carnegie unit, or credit hour, was introduced to standardize U.S. public education. It defined the precise number of minutes students needed to learn a particular subject and the number of credit hours required to earn a high school or college degree. At the dawn of the 20th century, the Carnegie unit served the important purpose of…

In Finland, the vocational education and training (VET) qualifications lead into work. Also, active citizenship is one of its aims, and qualification enables application to tertiary study. In terms of these aims, literacies are central. In the context of competency-based VET, we analyse how a curriculum of literacy is realized during literacy…

Over the last two decades, increasingly scholarship has promoted pedagogies and curricular frameworks that push students to develop skills that transfer between disciplines and outside of classroom contexts. There are a number of kairotic moments that are taking hold of our society today that warrant a shift in education. As new AI tools emerge,…

Background: This paper reports on a study that analyzed the Diploma in Secondary Education (DSE) curriculum in Tanzania to establish its competency-based education (CBE) attributes. The attributes of the curriculum and whether these reflect the basic principles of CBE are critical to successful implementation at the classroom level. Methods: A…

There has been a lot of interest to competence-based education in research and scholarship. How competence-based education has been developed and implemented varies across education systems in Europe. The European Commission defines digital competence as one of the eight key competence standards for lifelong learning. The European digital…

This fourth book in the Marzano Academies series focuses on secondary school leadership for competency-based education. The beauty of the framework, however, is that any leader seeking guidance on innovative, equitable, and effective practices can use this book as a blueprint for positive change. This is your blueprint for how you, as a secondary…

The ideal context for competence-based education (CBE) in the global south appears elusive with negative ramifications on both the teacher and the student. Using Ghana as a case study, this article shines light on the research question: What are the contexts and the implications of the contexts in which agriculture is taught on competence-based…

Purpose: The aim of this article is to critically explore the complex relations among the triad comprising standards-based curriculum, the curriculum concept of 'competences' and the subject of civics in Swedish curricula. Design/methodology/approach: The theoretical framework is based on Bernstein's (2000) two models of pedagogy, the competence…

Schools today face the challenge of preparing students to live, work, and prosper in a rapidly changing world. As a response to this global challenge, Norway has adopted a national curriculum focusing on the development of 21st-century skills. In this study, we investigate if and how the tasks in science and language arts textbooks in…

This paper investigates the realisation of competence-based education (CBE) in vocational education in Indonesia. It examines the extent to which CBE design principles of the Comprehensive Competence-Based Education Framework developed in a Western context exist in Indonesian policy documents and school practices. This study reviews educational…

Setting tasks plays a key role in geography lessons, as they enable students to engage with the subject content, guide lessons towards predefined learning outcomes, and are therefore important for assessment. At the same time, the use of tasks is complex as numerous aspects regarding the content and the students have to be taken into account.…

Purpose: This study was conducted to reveal the views of academicians, working in the Faculty of Education, on the 2023 Vision Document of the Ministry of National Education. Method: Qualitative research method was used in this study. The study group consisted of six faculty members. In the determination of participants, easily accessible…

(1) Background: The aim of Second Chance Schools (E2Cs) is to provide employment-focused training for young people who left compulsory education without any formal qualifications by encouraging them to pursue initial vocational training. Transversal Competences (TCs) are important for enabling the social inclusion of young people in vulnerable…

Education policy ambitions or presumptions in most countries are being accused of turning schools into social factories to supply humanpower to produce commodities. This is apparent bureaucratic education policy imposition on school-actors which promotes class division and conflict in sharing resources. Using the Marxist-critical-lenses, this…

The International Institute for Educational Planning (IIEP)-UNESCO Dakar and the Francophonie Institute for Education and Training (IFEF) wanted to study how the competency-based training (CBT) was adapted, what contextualisation and adaptation of programmes according to the CBT has taken place, and what positive practices have made the CBT…