Ellucian, Eduventures, and the American Council on Education (ACE) have partnered to conduct a three-year study to help higher education leaders better understand competency-based education (CBE), including the diversity of institutional practices and paths forward. Renewed interest in CBE is a response to widespread concerns about the productivity and affordability of higher education. It is also a response to the quality and work readiness of graduates. CBE is defined as an instructional system in which the time it takes to demonstrate competencies varies and the expectations about learning
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Ellucian, Eduventures, and the American Council on Education (ACE) have partnered to conduct a three-year study to help higher education leaders better understand competency-based education (CBE), including the diversity of institutional practices and paths forward. Renewed interest in CBE is a response to widespread concerns about the productivity and affordability of higher education. It is also a response to the quality and work readiness of graduates. CBE is defined as an instructional system in which the time it takes to demonstrate competencies varies and the expectations about learning are held constant. Students acquire and demonstrate their knowledge and skills by engaging in learning exercises, activities, and experiences that align with clearly defined programmatic outcomes. Students receive proactive guidance and support from faculty and staff. Learners earn credentials by demonstrating mastery through multiple forms of assessment, often at a personalized pace.
This three-year study is designed to: (1) analyze the range and diversity of CBE implementation, and assess prospects for scalability; (2) identify and evaluate the ways in which CBE can be shaped and adapted to distinct institutional circumstances; and (3) utilize a purpose-built scoring system to enable institutions to measure CBE goals, plans and activities in a peer and national context. The first phase of the study was an institutional survey and based on the findings, several overarching conclusions emerge at this stage of the project. First, while it is abundantly clear that interest in CBE is stronger than ever before, it remains complex territory. CBE is not simply a delivery mode. It challenges long-held conventions regarding how curricula are created, instruction is designed and delivered, and skills and knowledge are assessed. Secondly, CBE raises critical questions about how institutions could be organized and financed and what roles faculty and other instructional support providers might play. Finally, while several established institutions may continue to grow their CBE programs, the diversity and complexity of CBE will require most institutions to opt for customized implementation.
Edited excerpts from publication.
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