By William Ryan - EvoLLLution. Roughly 600 colleges are in the design phase for a new competency-based education (CBE) program, are actively creating one or already have a program in place. That’s up from an estimated 52 institutions last year according to a recent post by Paul Fain. More...
Higher education research firm Eduventures estimates that by 2020, competency-based education (CBE) has the potential to grow to as many as 750 programs with more than 500,000 students at U.S. colleges and universities. More...
By . According to a new national survey of over 170 diverse institutions across the U.S., nothing is more important to a competency-based education (CBE) program than designing “measurable and meaningful assessments.” And nothing presents more of a challenge to these programs than needing data systems that are automated and compatible with one another. More...
By Joshua Kim. How should liberal arts schools think about competency-based education? And where should technology fit into this thinking. Read more...
Public Agenda, a nonprofit organization, recently surveyed faculty, staff and administrators at colleges that offer competency-based credentials. The group found wide agreement on what makes a strong competency-based program. Read more...
By Stephen Downes - Stephen's Web. Survey of the Shared Design Elements & Emerging Practices of Competency-Based Education Programs
Public Agenda, 2016/01/14
This report (36 page PDF) gathers baseline data on competency-based education (CBE) initiatives and looks at the adoption and evaluation of various CBE practices. More...
By Chronicle Staff. Report: “Survey of the Shared Design Elements and Emerging Practices of Competency-Based Education Programs”
Organization: Public Agenda
Summary: Competency-based education, which measures students’ progress according to how well they master material instead of how much time they spend in class, has been growing in popularity. More...
Par Julien Calmand, Philippe Lemistre, Jean-François Giret, Boris Ménard. Training and Employment, n° 118, 2015, 4 p. Professional and vocational courses requiring 5 years’ post-secondary study are supposed to meet specific needs for competences in a given area of employment. Young graduates believe they have acquired the specific competences they think their employers require. In their view, the shortfall lies in their general competences. Is this a reason to question the increasingly vocational nature of university courses?
Réseau Emplois Compétences - Groupe de travail n°2 : Compétences transversales, compétences transférables : comment repérer les facteurs de mobilité professionnelle ? En voici la feuille de route. Voir l'article...
Prisme Limousin : dans le cadre du CPRDFP, un diagnostic prospectif par filière a été réalisé. Une méthode économétrique de projections d’emplois sectoriels a été testée, mais les résultats ne se sont pas avérés significatifs. Aussi une projection d’emplois par famille professionnelle (FAP), s’appuyant sur le travail national « les Métiers 2020 » a été préférée (volumes de créations et destructions nettes par Fap et départs en fin de carrière). Le kit Insee a été utilisé sur le sujet de l’articulation spécialité de formation/métier ; Ces éléments ont été confrontés à l’offre de formation afin d’engager une adaptation de l’appareil de formation. Voir l'article...
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