3. INTRODUCTION
• Hot topic in higher education
• Popular to improve college
affordability and more accurately
measure student learning.
4. HISTORY OF CBE
• CBE emerged in the united states
in 1970
• It advocates defining educational
goals in terms of precise
measureable descriptions of
knowledge, skills and behaviors .
5. DEFINITION
• Competency-based education is
defined as an instructional system in
which a performance-based learning
process is used. The learner
demonstrates his/her level of
attainment on subject-area.
6. RICHARDS AND RODGERS:
• Competency based education
focuses on outcomes of learning.
CBE addresses what the
learners are expected to do
rather than on what they are
expected to learn about.
7. 2 THINGS ABOUT ADULT
LEARNERS
1. They come to higher education
knowing different things, and they
learn at different rates.
2. They can move quickly through
material they already know and focus
on what they still need to learn.
8. What is competency-based education and
what makes it different?
• The most important characteristic of
competency-based education is that it
measures learning rather than time.
• Students progress by demonstrating their
competence, which means they prove that
they have mastered the knowledge and
skills (called competencies) required for a
particular course, regardless of how long it
takes.
10. BOOKS,EDUCATION
• A variety of support materials including
print, audiovisual and simulations
(models) keyed to the skills being
mastered is used.
• Satisfactory completion of training is
based on achievement of all specified
competencies.
11. • Subject material for courses in
Competence Based Education is
offered in 3 different modes for the
registered students.
1. Downloadable Mode
2. Class Interaction Practice Mode
3. Read only Mode
12. DOWNLOADABLE MODE
• Downloadable mode empowers to offer
education in a dynamic form to students.
Students can access lessons, assignments
and submit their scripts online. They need
not brood if they miss lessons - they can
download their lesson notes and access
archived lessons, tutorial sessions,
lectures etc
13. READONLY MODE
• Students will be able to only read the
course concepts. Downloading or
interaction is unavailable.
14. CLASS INTERACTION MODE
• The interactive learning provides an
environment for students to talk and discuss
freely about any related topics on line or off
line.
• Two ways of interaction Classroom
interaction.
• 1. X-CHAT
• 2. MAILING GROUP
15. X-CHAT
• Client Server Model that works with
Internet Relay Chat Server Protocol.
• It allows servers to connect to each other
effectively forming a network.
• Protocol is used by servers to talk to each
other. Instructor and participants can talk
with each other and discuss on related
topic for stipulated time given by the
instructor.
16. MAIL GROUP
• Participants can become member of
Mailing-group by registering their names in
their group. Once approved by the
instructor, participants can post their
questions to this group ID. This way
Course instructor or any other participant
can reply to questions that will be read by
all the members in that group including the
instructor.
17. • Participants progress through the
curriculum by demonstrating their
competence in a variety of skill and
knowledge areas.
• Student who demonstrates a
competency is showing the ability "to
do" something to put knowledge and
principles into practice.
18. • After completing all examinations,
students are required to apply the
course content in his or her work
setting and submit an example of
how they achieved this goal.
19. Participants will achieve competencies
required in the performance of their
jobs. Participants build confidence as
they succeed in mastering specific
competencies. Participants receive a
transcript or list of the competencies
they have achieved.
20. ADVANTAGES VS. DISADVANATAGE
• Training time is used
more efficiently and
effectively.
• More training time is
devoted to working with
participants individually or
in small groups as
opposed to presenting
lectures
• Sliding back into
traditional teaching
methods if there is not
enough follow-up and
training for the
facilitators.
21. ADVANTAGES VS. DISADVANATAGE
• More training time is
devoted to evaluating
each participant’s
ability to perform
essential job skills.
• If the competencies
and accompanying
rubrics are not
carefully chosen and
planned to ensure
successful
implementation, the
curriculum will not be
strong enough to
support a true
competency-based
learning experience.
22. CONCLUSION
• A competency-based curriculum, if done right,
will enhance the skill levels of professionals
in white collar jobs as well as those workers
in blue collar jobs.
• Implemented effectively, competency-based
education can improve quality and
consistency, reduce costs, shorten the time
required to graduate, and provide us with true
measures of student learning.
