Activity and interest in competency-based education are growing. As of March 1978, some type of competency-based education requirement had been instituted in 34 states. Many recent changes in American society are affecting competency-based education. For example, today's learners are likely to be lifelong learners, but their learning may be…

This publication is an attempt to compile a listing of dissertations, government sponsored projects, books, and articles that have value for prospective and practicing community education administrators. With a few exceptions, only works that were published during the last decade are included in this annotated bibliography of 33 entries.…

Resulting from a 3 year project to develop and test competency based programs for camp personnel, the document contains a staff manual for personnel of a residential camp for physically handicapped campers (6 to 18 years old). An introductory section gives an explanation of competency based instruction, describes a module, and provides an overview…

A compilation of brief descriptions of 20 current resources for Adult Performance Level (APL) and Adult Competency Education (ACE) programs, this guide was developed for adult and secondary education administrators, teachers, and program developers who are beginning or are already involved with APL/ACE programs. Each citation contains information…

The general format of a representative learning module is presented to provide a guide for teachers attempting to construct their own modules. A statement of need for such a project is followed by an examination of the individual components making up most learning modules: (1) organizational numbering system; (2) general statement; (3) task…

Although not all instructional goals can be expressed as behavioral objectives, most of them should be. Behavioral objectives are advantageous because they (a) aid in communicating instructional goals, (b) provide direction for teachers, (c) provide motivation and direction for students, (d) facilitate identification of prerequisite knowledge or…

This task force report defines competency-based education (CBE) as a system of education designed to develop competencies in those who are products of the system. A distinction is made between CBE and performance based education (PBE) in this report. Although the American Association of Colleges for Teacher Education Committee on Performance-Based…

The purpose of the Career Education Personnel Model (CEPM) was to develop competency-based models for the preparation and training of education personnel (K-12) who will plan and implement career education programs at the local level. The CEPM staff identified educational personnel competencies essential to local career education programs by…

This article is an attempt to state an understanding of the notion of a competency as an educational objective. A competency is defined as the ability to use a concept or theory as a tool for some purpose. It is distinguished from the more general ability to judge which tool is best to use for a given purpose. A professional training program or…

If education by objectives is to be firmly established as an instructional approach, teachers must insist on a validated curriculum that truly prepares students to secure employment and to function effectively in society. This means members of the community responsible for fund allocation and resource selection must also be accountable. (Author/BP)

In successful secondary school programs the element of compulsion is removed: the decision to participate creates a voluntary group with a common purpose, the experiences are real, and there are opportunities for socializing within the contexts of the activity. (Author/MLF)

Presents a report of the results and initial conclusions to be drawn from a survey of 26 "experts" in the field of chemical dependency designed to assist in the development of an agreed upon list of competencies and skills required for chemical dependency counselors. (Author)

Drawing on vast experience in curriculum decision-making, the author identified nine key points for curriculum oriented leaders to ponder during the process of competency development, e.g., deciding what sources to use in determining proficiencies, deciding what degree or level of competency is essential to all learners in the school district by…