Competency-Based Education: Educational programs designed to ensure that students attain prespecified levels of competence in a given field or training activity. Emphasis is on achievement or specified objectives.Dental Audit: A detailed review and evaluation of selected clinical records by qualified professional personnel for evaluating quality of dental care.Educational Measurement: The assessing of academic or educational achievement. It includes all aspects of testing and test construction.Models, Educational: Theoretical models which propose methods of learning or teaching as a basis or adjunct to changes in attitude or behavior. These educational interventions are usually applied in the fields of health and patient education but are not restricted to patient care.Clinical Competence: The capability to perform acceptably those duties directly related to patient care.Curriculum: A course of study offered by an educational institution.Self-Evaluation Programs: Educational programs structured in such a manner that the participating professionals, physicians, or students develop an increased awareness of their performance, usually on the basis of self-evaluation questionnaires.Dentistry, Operative: That phase of clinical dentistry concerned with the restoration of parts of existing teeth that are defective through disease, trauma, or abnormal development, to the state of normal function, health, and esthetics, including preventive, diagnostic, biological, mechanical, and therapeutic techniques, as well as material and instrument science and application. (Jablonski's Dictionary of Dentistry, 2d ed, p237)Professional Competence: The capability to perform the duties of one's profession generally, or to perform a particular professional task, with skill of an acceptable quality.Education, Public Health Professional: Education and training in PUBLIC HEALTH for the practice of the profession.Education, Dental: Use for articles concerning dental education in general.Education, Medical: Use for general articles concerning medical education.Schools, Veterinary: Educational institutions for individuals specializing in the field of veterinary medicine.Internship and Residency: Programs of training in medicine and medical specialties offered by hospitals for graduates of medicine to meet the requirements established by accrediting authorities.Accreditation: Certification as complying with a standard set by non-governmental organizations, applied for by institutions, programs, and facilities on a voluntary basis.Problem-Based Learning: Instructional use of examples or cases to teach using problem-solving skills and critical thinking.Preventive Dentistry: The branch of dentistry concerned with the prevention of disease and the maintenance and promotion of oral health.Education, Medical, Graduate: Educational programs for medical graduates entering a specialty. They include formal specialty training as well as academic work in the clinical and basic medical sciences, and may lead to board certification or an advanced medical degree.Faculty: The teaching staff and members of the administrative staff having academic rank in an educational institution.Certification: Compliance with a set of standards defined by non-governmental organizations. Certification is applied for by individuals on a voluntary basis and represents a professional status when achieved, e.g., certification for a medical specialty.

*  Competency-based education continues spread

... and others continue to expand competency-based education amid excitement (and confusion) about President Obama's praise of the ... The next level for competency-based education is to forgo any requirements based on the credit hour and to instead offer credit ... WGU example shows chilly policy climate for competency-based education. *Lumina-funded group seeks to lead conversation on ... Yet Western Governors University is still probably the most visible of players in competency-based education. And the 16-year- ...

*  NGLC - Competency-Based Education Gains Momentum | NGLC

NGLC supports the educators who are reimagining public education; improving school design while generating environments in ... "Competency-based education effectively transforms the one-size-fits all learning model into one where time, pace, and place can ... At VLACS, competency-based education is the foundation of our customized learning model. We define customized learning as ... We're examining competency-based education (CBE), an approach that has been celebrated for its customization and modularized ...

*  Inter-rater reliability calibration program: critical components for competency-based education |

This post is filed under: Competency Based Education, Daily News, Research.. Tagged as: Learning Systems ... Measurement accuracy and reliability are important components of competency-based education (CBE). The ability to reliably ... Inter-rater reliability calibration program: critical components for competency-based education. September 11, 2016 ... Get highly curated distance education news in your inbox weekly. Our researchers scour the web and create fact-packed articles ...

*  Competency-Based Education in Aviation eBook by Suzanne K. Kearns - 9781134801879 | Rakuten Kobo

Read Competency-Based Education in Aviation Exploring Alternate Training Pathways by Suzanne K. Kearns with Rakuten Kobo. ... However there are also challenges with a competency-based approach. The definition of competency-based education can be ... Research-based and practical strategies for the effective creation, delivery, and assessment of competency-based education are ... Competency-Based Education in Aviation Exploring Alternate Training Pathways by Suzanne K. Kearns, Timothy J. Mavin, Steven ...

*  "A Compilation of Tasks for Competency-based Instruction in Fiberglass " by James Roy White

A Compilation of Tasks for Competency-based Instruction in Fiberglass Technology for Industrial Arts Education ... "A Compilation of Tasks for Competency-based Instruction in Fiberglass Technology for Industrial Arts Education" (1979). OTS ...

*  Competency-Based Nursing Education - qums

qums is powered by EPrints 3 which is developed by the School of Electronics and Computer Science at the University of Southampton. More information and software credits ...

*  Gen Ed and Competency-Based Education

... Ed Tech. Gen Ed and Competency-Based Education. Posted on January 23, 2014. Categories: ... to develop a competency-based framework for general education called General Education Maps and Markers (GEMs), funded by a ... To be honest, I have mixed feelings about competency-based education (CBE). On the one hand, I do think that an earnest attempt ... For example, ASU's Habitable Worlds class, which is both competency-based and mastery-based, is not at all dumbed down and ...

*  What Is Competency-Based Education? | E-Learnin...

The most important characteristic of competency-based education is that it measures learning rather than time. Students ... The most important characteristic of competency-based education is that it measures learning rather than time. Students ... Despite the naysayers, online education is working and thriving despite the disruption in other sectors of Higher Education. ... Education/Experience:. Master's degree in Humanities or a Master's degree with 18 graduate semester hours in the discipline ...

*  Competency-Based Education Validates Learning - Edcor

Army University and the Competency-Based Education Network (C-BEN) hosted the 2017 Education Symposium: A Competency-Based ... The Policy Snapshot from the Education Commission of the States (ECS) says, "The main goal of competency-based education serves ... That brings the next big challenge for competency-based education into focus: establishing common language about competencies. ... Being awarded credit for having specific competencies is ...

*  Competency-Based Education: Good Idea or Bad Idea?

... as a potential solution to many of the key challenges in higher education today... ... Policymakers and higher education reform advocates have become increasingly interested in competency-based education (CBE) ... Competency-Based Education: Good Idea or Bad Idea? April 15, 2015. Policymakers and higher education reform advocates have ... Source: Chip Franklin and Robert Lytle, 'Employer Perspectives On Competency-Based Education,' American Enterprise Institute, ...

*  Competency-Based Education Gains Momentum | EDUCAUSE

... the second post in a new series reflecting on a variety of both emerging and established areas where K-12 and higher education ... Competency-Based Education Gains Momentum. Authors:. by Kristi DePaul Published:. Monday, February 6, 2017 Columns:. ... "Competency-based education effectively transforms the one-size-fits all learning model into one where time, pace, and place can ... At VLACS, competency-based education is the foundation of our customized learning model. We define customized learning as ...

*  The Role of Expanded Learning Opportunities in Competency-Based Education Systems | American Youth Policy Forum

Chris is a frequent writer on education, youth, and competency education.. Recommended resources. *Advancing Competency-Based ... State and district education leaders are increasingly considering implementing competency-based pathways and systems as a way ... Competency-based education allows students to advance at their own pace and provides differentiated, student-centered ... Because competency education includes individualized measures of proficiency and directly challenges the notion of time-based ... of Expanded Learning&search=basic

*  Competency-Based Mathematics Program: Instruction | Institute for Academic Outreach

Customized Training and Executive Education. *Online Graduate Certificate: Sustainability and Environmental Studies ... Competency-Based Mathematics Program: Instruction Competency-Based Mathematics Program: Instruction. Students in the Competency ... Based Mathematics program learn the course content by using the software they are provided for the course. If they are taking ...

*  Competency Based Degree Programs | Peirce College

Get your degree faster with competency-based education. ... Peirce College's competency-based degree programs allow you to ... Plus, you can streamline your education, putting what you already know to good use, making competency-based education the most ... Competency-based education (CBE) is a new, fully online, self-paced way to learn that uses the knowledge you already have to ... The competency-based education model at Peirce is currently offered in our IT bachelor's degree program with a concentration in ...

*  Competency-Based Education Curriculum | Peirce College

Peirce College now offers competency-based degrees that allow you to set your own pace & focus only on the skills you need. ... Peirce College competency-based education (CBE) is currently being offered to students in our IT bachelor's degree with a ... So why wait? Take our quick two-minute CBE assessment to find out if competency-based education is right for you and get ... experience and education you already have. You'll work closely with a personal coach to identify an easy-to-follow plan that ...

*  Insights on Competency-Based Education

... is the leading research and advisory firm focused exclusively on analyzing the forces that are transforming higher education. ... Tags: competency-based learning, eduventures, higher education, online education, online higher education, online learning 5 ... You are here: Home » Wake-Up Call » Online Higher Education » Insights on Competency-Based Education: The View from the 20th ... Insights on Competency-Based Education: The View from the 20th Annual Online Learning Consortium International Conference ...

*  Competency-Based Education Resources | American Youth Policy Forum

Program Areas: Competency- and Performance-based Education , Competency- and Performance-based Education ... Competency-Based Learning in Practice. The Learning Edge: Supporting Student Success in a Competency-Based Learning Environment ... The Evolution of Competency-Based Learning. The Past and Promise: Today's CBE Movement ... Want to know more about Competency-Based Learning? Check our resources below: ...

*  Multiple Pathways to Competency-Based Education?

Competency-based education is a paradigm shift - it is a change in the underlying assumptions. ... In addition to the transformational process of creating a new set of operating values, competency-based education has a number ... Last summer we published Implementing Competency Education in K-12 Systems: Insights from Local Leaders based on interviews ... In The Shift from Cohorts to Competency, CompetencyWorks joined us in discussing multiple entry points for competency-based ...

*  See more

Global data based on 72,000 survey results. The North American percentage agreement is 82%. 74%. 75%***. ***Data based on over ... Education and workforce preparedness. *Science and technology. *Environmental affairs. *Employee and community affairs ... Based upon this reporting system, we identified one instance where it was subject to a compliance penalty of $300. Issues have ... Based on standards for independence developed by the New York Stock Exchange, the Xerox Board of Directors is currently 90% ...

*  Quality Indicators for Professional Service Programs in Audiology and Speech-Language Pathology

Maintenance of skills and competencies can be addressed in a number of ways, such as continuing education, mentoring, in- ... These include, but are not limited to, care that is team based, classroom based, pull out, individual, group, collaborative, ... departments of education, and licensure boards. Program policies indicate the education, experience, skills, and other ... Facility-based programs: Refers to those programs that are typically housed in the site where they are administered (e.g., ...


Collagen is one of the key structural units of the basement membrane, and its synthesis is dependent on vitamin C. Based on the ... In last 150 years, histology was a basic discipline of medical education. Since the invention of the microscope in the XVII ... In order to improve pedagogical and ICT competencies of medical teachers at Belgrade University School of Medicine we developed ... In order to improve the quality of education with the help of new educational technology biggest challenges were selection of ...

*  Es/Interact/Proceso de producción del diseño digital - Web Education Community Group

Competencies. Topic Competency Evaluation Methods Introduction to Digital Design Production Define centimeters, ems, inches, ... What is a vector based digital design program? Give an example. * What is a pixel based (raster) digital design program? Give ... Evaluate logos based on the the authors use of the 7 elements of design, color meaning, and conveyance of themes. * Logo ... Define pixel and vector based images and compare to be able to choose an optimum program for the design needed. * Quiz 2 ...ón_del_diseño_digital

*  HMRC Tax Professional and Operational Delivery Higher Officer Caseworker - Page 51 - The Student Room

It's a competency based interview. Invite said it would last approximately 45 minutes.. I'm hoping degree cert will be enough, ... It says on the interview invite to bring copies of your education certificates, I have all of them except for one (maths) which ...

*  Panel Named to Develop Voluntary File Format for Accessible Digital Instructional Materials |

August 5, 2016 , Competency Based Education. * Download Report: Results of 2016 Professional Learning Survey ... Stephanie Lee, director, Office of Special Education Programs. Louis Danielson, director, Office of Special Education Programs ... Alice Parker, assistant superintendent and director special education, California Department of Education, National Association ... Bonnie Jones, OSEP, Education Research Analyst CAST/National Center on Accessing the General Curriculum (NCAC). David Rose, ...

Cork University Hospital: Cork University Hospital (Irish: Ospidéal Ollscoil Chorcaí), abbreviated as CUH, is the largest university teaching hospital in Ireland and is the only Level 1 trauma center in the country due to the presence of over 40 different medical and surgical specialties on the campus. It is operated by the Health Service Executive.Syllabus: A syllabus (pl. syllabi) is an outline and summary of topics to be covered in an education or training course.Mexican ironwood carvings: Mexican ironwood carvings is a handcraft that began with the Seri indigenous people of the state of Sonora. The wood comes from Olneya tesota, a Sonora Desert tree commonly called ironwood (palo fierro in Spanish).Upsilon Phi Delta: Upsilon Phi Delta (ΥΦΔ) is the national academic honor society for students in healthcare administration in the United States. The organization was formed in 1965 to further the profession of health administration and the professional competence and dedication of its members.DJ College of Dental Sciences and Research: Divya Jyoti (DJ) College of Dental Sciences and Research is a dental college located in Modinagar in the nagar panchayat of Niwari in Ghaziabad district in the Indian state of Uttar Pradesh. The founder and chairman is Ajit Singh Jassar.Louis Melsens: Louis-Henri-Frédéric Melsens (1814 in Leuven – 1886 in Brussels) was a Belgian physicist and chemist. In 1846, he became professor of chemistry in the Veterinary School in Kureghem.National Accreditation Board for Testing and Calibration Laboratories: National Accreditation Board for Testing and Calibration Laboratories (NABL).Graphic facilitation: Graphic Facilitation is the use of large scale imagery to lead groups and individuals towards a goal. The method is used in various processes such as meetings, seminars, workshops and conferences.Journal of Indian Society of Pedodontics and Preventive DentistryKamaladalamOncology Nursing Certification Corporation: The Oncology Nursing Certification Corporation (ONCC) was established for the development, administration, and evaluation of a program for certification in oncology nursing. Incorporated in 1984 and governed by a board of directors, ONCC is the certifying body for oncology nursing and meets standards established by the Accreditation Board for Specialty Nursing Certification and the National Commission for Certifying Agencies.

(1/291) Physicians in training as quality managers: survival strategy for academic health centers.

Being responsible for medical education places academic health centers at a disadvantage in competing for managed care contracts. Although many suggestions have been made for changing medical education to produce physicians who are better prepared for the managed care environment, few studies have shown how physicians in training can actually contribute to the competitiveness of an academic health center. We present three examples of engaging trainees in projects with a population-based perspective that demonstrate how quality improvement for the academic health center can be operationalized and even led by physicians in training. In addition to gaining experience in a managed care skill that is increasingly important for future employment, physicians in training can simultaneously improve the quality of care delivered through the academic health center.  (+info)

(2/291) Clinical experience during the paediatric undergraduate course.

Medical students at the Cambridge Clinical School are provided with a list of 42 core conditions they should encounter and 20 core skills they should perform during their attachment. By self-completion questionnaires we assessed their clinical experience and the amount of teaching they received, relating the results to marks gained in end-of-attachment assessments. 103 (93%) of 110 students in year one and 123 (96%) of 128 in year two completed the questionnaires. Of the 42 core conditions, 13 were seen by under 70% of the students in year one. In year two, exposure rate increased for 26 core conditions by a median of 7% (range 2-40) and decreased in 13 core conditions by a median value 4% (range 5-13) (P = 0.0005, chi 2). Only mandatory core skills were performed by over 90% of students. 5% of students did not perform any newborn examinations and under 60% observed neonatal resuscitation or a high-risk delivery. Students' core condition score was associated with their core skill score (r = 0.5), hospital grade (r = 0.3) and exposure to acute paediatrics (r = 0.3) (P < 0.005). There was no significant association between clinical experience and the objective examination score or the amount of teaching received. There was an inverse association between the number of students at a hospital and the number of core conditions with an exposure rate above 70% at that hospital (r = 0.7, P < 0.05). This study suggests that clinical experience may be better judged by the clinical supervisor than by assessment of theoretical knowledge.  (+info)

(3/291) Requirements for occupational medicine training in Europe: a Delphi study.

OBJECTIVES: To identify the common core competencies required for occupational physicians in Europe. METHOD: A modified Delphi survey was conducted among members of the European Association of Schools of Occupational Medicine (EASOM), the Occupational Medicine Section of the Union of European Medical Specialities (UEMS), and of the European Network of Societies of Occupational Physicians (ENSOP). An initial questionnaire based on the training syllabus of the United Kingdom Faculty of Occupational Medicine was circulated and respondents were asked to rate the importance of each item. The results were discussed at a conference on the subject of competencies. A further questionnaire was developed and circulated which asked respondents to rank items within each section. RESULTS: There was a 74% response in the first round and an 80% response in the second. Respondents' ratings from most important to least important were; occupational hazards to health, research methods, health promotion, occupational health law and ethics, communications, assessment of disability, environmental medicine, and management. In the second round, among those topics ranked most highly were; hazards to health and the illnesses which they cause, control of risks, and diagnoses of work related ill health. Topics such as principles of occupational safety and selection of personal protection equipment were of least importance. Although the assessment of fitness was regarded as important, monitoring and advising on sickness absence were not highly rated. Management competency was regarded as of low importance. CONCLUSION: This survey identified that respondents had traditional disease focused views of the competencies required of occupational physicians and that competencies were lagging behind the evolving definition of occupational health.  (+info)

(4/291) Integrating Healthy Communities concepts into health professions training.

To meet the demands of the evolving health care system, health professionals need skills that will allow them to anticipate and respond to the broader social determinants of health. To ensure that these skills are learned during their professional education and training, health professions institutions must look beyond the medical model of caring for communities. Models in Seattle and Roanoke demonstrate the curricular changes necessary to ensure that students in the health professions are adequately prepared to contribute to building Healthy Communities in the 21st century. In addition to these models, a number of resources are available to help promote the needed institutional changes.  (+info)

(5/291) Training initiatives for essential obstetric care in developing countries: a 'state of the art' review.

Increased international awareness of the need to provide accessible essential or emergency obstetric and newborn care in developing countries has resulted in the recognition of new training needs and in a number of new initiatives to meet those needs. This paper reviews experience in this area so far. The first section deals with some of the different educational approaches and teaching methods that have now been employed, ranging from the traditional untheorized 'chalk and talk', to competency-based training, to theories of adult learning, problem solving and transferable skills. The second section describes a range of different types of indicators and data sources (learner assessments, user and community assessments, trainer assessments and institutional data) that have been used in the assessment of the effectiveness of such training. The final section of the paper draws together some of the lessons. It considers evaluation design issues such as the inclusion of medium and long term evaluation, the importance of methods that allow for the detection of iatrogenic effects of training, and the roles of community randomized trials and 'before, during and after' studies. Issues identified for the future include comparative work, how to keep training affordable, and where training ought to lie on the continuum between straightforward technical skills acquisition and the more complex learning processes required for demanding professional work.  (+info)

(6/291) Effects of an applied supplemental course on student performance in elementary physiology.

The objective of this study was to determine whether students within a large (100-160 students) didactic lecture-based course, "Elementary Physiology" (EP), who were given an active-learning opportunity would perform better on objective examinations over EP material compared with their classroom peers who did not have the same active-learning experience. This was achieved by offering the EP students the option of taking a supplemental one credit hour discussion-based course, "Case Studies in Physiology" (CSP). Approximately 14% of the EP students opted for the CSP course. The format of CSP consisted of a one-hour-per-week discussion of applied problems based on the factual information presented in EP. On a subjective scale of 1 to 4, the CSP students felt that the course helped them to understand the EP material (3.5). This was reflected in the EP examination results for which the CSP students scored significantly higher compared with their non-CSP peers (81.1% vs. 75.7%; P < 0.05). These results indicate that when active-learning methods, such as discussion of applied problems, are used as a supplement to didactic lectures in physiology, performance on objective examinations of lecture material is improved.  (+info)

(7/291) The Structured Clinical Operative Test (SCOT) in dental competency assessment.

INTRODUCTION: This paper describes a method of assessment of invasive clinical procedures which are currently being devised, and which are perceived to be a method that may be used to complement OSCEs in overall clinical skills assessment. OBJECTIVE: The objective of the Structured Clinical Operative Tests (SCOT) is to introduce a greater level of objectivity to the assessment of operative clinical skills. Invasive or irreversible clinical operative procedures from a large part of dental undergraduate training and are by their very nature precluded from OSCE scenarios. It is also important to test intraoperative skills, communication skills and contingency management, and performance of these with awareness of the psychosocial context and ethical framework. The paper describes the use of checklists in the monitoring of clinical operative skills in a more authentic clinical situation using the SCOT. FORMATIVE ASSESSMENT: Continuous assessment should a) record achievement of competency in as objective a manner as possible and b) should encourage continuous self-evaluation. In the SCOT the students reflect on their clinical performance and in consultation with their supervisors record their plans to improve their competence in that skill or procedure in the future. This is done immediately on completion of a clinical task while the experience is still fresh in the mind. This encourages deep reflective learning as opposed to superficial factual learning which is characteristic of the more traditional curriculum, and is described as supervisor validated self-assessment. DISCUSSION: The discussion outlines how SCOTs can be practically implemented and integrated into the undergraduate curriculum and an example of a SCOT is appended to the paper. The scope for using SCOTs in postgraduate assessment such as in VT/GPT is also described.  (+info)

(8/291) Randomised controlled trial of training health visitors to identify and help couples with relationship problems following a birth.

BACKGROUND: Stresses imposed by parenthood can provoke or intensify relationship problems between parents. These problems, which are often associated with postnatal depression, can have serious consequences for family well-being but are often not revealed to primary health care personnel. AIM: To evaluate a means of extending the primary health care team's ability to identify and respond to relationship problems of mothers and their partners in the postnatal period. DESIGN OF STUDY: Cluster randomised controlled trial. SETTING: Specially trained health visitors in nine 'intervention' clinics--each matched with a 'control' clinic' in an outer London borough. METHOD: Health visitors in intervention clinics invited mothers attending for the six-to-eight-week developmental check to complete a screening scale for relationship problems, and offered help (supportive listening, advice, or referral) if needed. When visiting the clinic for the 12-week immunizations, mothers from all clinics were asked to complete a follow-up self-report questionnaire. After the completion of the trial, 25 women who had attended the intervention clinics and had been offered support with a relationship problem were interviewed to elicit their views on the acceptability and value of the intervention. All 25 of the health visitors engaged in the intervention were asked to complete a questionnaire on their experience. RESULTS: Screening led to striking differences between intervention and control clinics in the percentage of women identified at the six-to-eight-week check as potentially in need of help with a relationship problem (21% versus 5%, P = 0.007) and in the percentage actually offered help (18% versus 3%, P = 0.014). About one-half of the mothers so identified were also identified as having postnatal depression. At the 12-week visit for immunizations, the intervention group was twice as likely (P = 0.006) as the control group to report having discussed relationship problems with the health visitor and 75% more likely (P = 0.046) to report having received help with a problem. CONCLUSION: The intervention offers a useful way of extending the primary health care team's ability to respond to problems that often have serious consequences for family well-being.  (+info)


  • A Competency-Based Approach to Talent: Connecting Military, Higher Education, and Workplace Learning. (


  • The Policy Snapshot from the Education Commission of the States (ECS) says, "The main goal of competency-based education serves to award credit/degrees to students for meeting specific skill competencies agreed upon by faculty, industry leaders and workforce representatives. (


  • Kathleen is an independent consultant with 25 years of experience in secondary and adult education. (


  • Measurement accuracy and reliability are important components of competency-based education (CBE). (
  • The most important characteristic of competency-based education is that it measures learning rather than time. (
  • Being awarded credit for having specific competencies is important for working adults, adults going to school to complete a degree, low-income students who could not afford to complete a degree, or military personnel who have gained knowledge and skills through their service. (


  • The reliability of ratings is critical for CBE programs because the integrity of the program rests on students demonstrating the specific competencies within the curriculum. (


  • Competency needs to be currency of learning beyond high school. (


  • Results suggest competency-based programs must acknowledge the potential for some of their strongest selling points - reduced time to degree, affordability, and increased flexibility - to affect employers' perceptions of the programs. (


  • Inside Higher Ed has a write-up today on an effort by the Association of American Colleges & Universities (AAC&U) to develop a competency-based framework for general education called General Education Maps and Markers (GEMs), funded by a multi-million-dollar Gates Foundation grant. (
  • Last fall, C-BEN developed a draft of Quality Standards for Competency-Based Educational Programs.This document defines exactly what competency means to accrediting agencies, the US Department of Education and all interested stakeholders, and helps develop CBE as a valid measure of skills and learning. (


  • As a topic that affects students seeking post-secondary credentials, business leaders looking for skilled workers, and higher education policy makers, CBE stands out as an idea that could bring real change to higher education. (
  • The rate of nontraditional students in higher education is growing faster than the rate of younger students under 25, according to ECS. (


  • Danette Howard, senior vice president and chief strategy officer and Lumina Foundation said at the symposium, "We need to move to a post-secondary learning system based on actual learning versus the time student spend in seats. (


  • Jobs in higher education. (
  • Policymakers and higher education reform advocates have become increasingly interested in competency-based education (CBE) as a potential solution to many of the key challenges in higher education today: the escalating cost of a college degree, low completion rates, and graduates' apparent lack of career-ready skills. (


  • Competency-Based Education: Good Idea or Bad Idea? (
  • they rely instead on hiring generalizations grounded in the traditional idea of 'fit' that lack the specificity needed to create an effective competency map. (


  • The University of Wisconsin-Stout E-Learning and Online Teaching Graduate Certificate Program specializes in highly personalized, discussion-based training in how to teach online. (