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The aim of this paper is to outline the general characteristics of the whole field of competency based education, including assessment, and to give a number of examples in order to illustrate the points made. No distinction is made between competency based education and competency based training, and much of the paper is concerned with competency based training for the professions. The theoretical base of competency based education is discussed, and the elements outlined. Competency based standards and the relationship between competency and knowledge are looked at, and issues and problems in competency based assessment are addressed. The author concludes that the charge that competency based education is unduly fragmented cannot be sustained; there are many cases where the crude summation of many minor competencies does not necessarily equate to overall competence, but if the need for integration is established by the prior occupational analysis then this can be built into both the competency based training and the assessment process.