This report is based on data obtained from the 2018 National Survey of Postsecondary Competency-Based Education (NSPCBE). It represents a collaborative effort between the American Institutes for Research (AIR) and Eduventures , the research division of ACT™ | NRCCUA™. It includes findings based on responses by more than 500 colleges and…

Today's competency-based education (CBE) programs are offering students a unique postsecondary experience that focuses more on student learning and less on whether or how long a student has spent time in a classroom. These programs focus on competencies rather than credit hours, require students to demonstrate those competencies through authentic…

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…

IIEP-UNESCO Dakar and the IFEF have carried out a joint study on contextualizing and adapting the competency-based approach (CBA) in seven African countries: South Africa, Benin, Ethiopia, Ghana, Morocco, Rwanda, and Senegal. This study has identified good practices and their use for making the CBA more effective in TVET systems, as well as the…

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…

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…

As one of Canada's 13 distinct jurisdictions, Ontario is a national leader in developing a competency-based postsecondary education system. Hindered by challenges of a disaggregated system of policy actors in system design, quality assurance and credit transfer, sweeping change has not occurred. Instead, various bodies with operational powers over…

For the purpose of finding out how competency-based training (CBT) approach is customized, how syllabi are adjusted and aligned on CBT and what positive outcomes were registered as a consequence, the International Institute for Educational Planning (IIEP)-Dakar and the Francophonie Institute for Education and Training (IFEF) conducted a joint…

Discusses the implementation of competency-based education and the Developing a Curriculum process (DACUM) in Canada. Provides definitions of the processes and their impact on school administrators, faculty and staff, and students. (JOW)

Outlines five steps that will aid vocational agriculture teachers to implement a competency-based education curriculum. (LRA)

Presents an evaluation study of competency-based vocational education in Pennsylvania. Data were gathered via interviews with state education officials and representatives of educational agencies and via surveys completed by teachers. Results showed the highest levels of implementation occurring in vocational schools, especially in areas related…

The major goal of a project was to articulate the progress of Kentucky Industrial Education Continuum level III competency-based curriculum with level II curriculum development. Its first objective was to identify and develop a model to articulate competencies that should be taught at level II with competencies currently being taught at level III.…

The author outlines an approach to competency-based education and lists factors vital to its statewide implementation. He covers advantages of statewide implementation and components of such a system, including commitment of state leaders, laws and policies, a supportive university system, and staff development. (CH)

This module is one of a series of more than 125 performance-based teacher education (PBTE) learning packages focusing upon specific professional competencies of vocational instructors. The competencies upon which these modules are based were identified and verified through research as being important to successful occupational teaching at all…

The Tulsa Technology Center's Curriculum Department led the institution's staff in developing a competency-based occupational curriculum for the district. The process of curriculum development involved planning, developing, implementing, and evaluating the instruction within the district. The process was designed to provide a total district…