The document discusses competency-based education and learning. It defines competency-based learning as focusing on outcomes and competencies linked to workforce needs rather than what academics believe students need to know. Competency-based learning is used in professional environments and as an alternative to traditional classroom-based education. It allows for the identification of competencies for professional development. Challenges to competency-based models include views that they are reductionist. Common competency-based practices include assessments against competencies, using various assessment methods, and designing programs around competencies. Competencies are important for linking course objectives to program objectives.

1. COMPETENCY-BASED
EDUCATION (LEARNING)
COMPETENCY-BASED LEARNING
THE RAPID EXPANSION OF COMPETENCE‐BASED EDUCATION (CBE) THROUGH THE WORK OF THE NATIONAL COUNCIL FOR VOCATIONAL
QUALIFICATIONS (NCVQ) HAS NOW, THANKS TO GENEROUS PUBLIC FUNDING AND OFFICIAL ENDORSEMENT BY THE DEPARTMENT FOR EDUCATION, PENETRATED
THE THEORY AND PRACTICE OF PROFESSIONAL STUDIES IN TEACHER EDUCATION AT BOTH SCHOOL AND POST‐SCHOOL LEVELS. THE NCVQ MODEL OF CBE IS
CRITICISED AND ALTERNATIVES DESCRIBED

2. ABOUT THE CBE
 CBE is an institutional process that moves education from
focusing on what academics believe graduates need to know
(teacher-focused) to what students need to know and be able
to do in varying and complex situations (student and/or
workplace focused).
 CBE is focused on outcomes (competencies) that are
linked to workforce needs, as defined by employers and
the profession. CBE’s outcomes are increasingly
complex in nature, rather than deriving from the addition
of multiple low-level objectives.

3. MORE…
 Competency-based learning is a method of skill
acquisition used in professional environments and
academic institutions as an alternative to traditional
classroom and course based curriculum. Relevant
for active students and professionals, new methods
for learning are being researched through school
and professional organizations to better equip
individuals looking to thrive in today's workforce.

4. AND ALSO…
 Competency-based learning is the foundation for competency-
based education (CBE). Considered for use in academic and
adult education programs, the Council on Education for Public
Health (CEPH) uses this method of learning to move the
education process from teacher-focused to workplace-focused
curriculum. Competency-based learning programs through
CEPH involve field experience and training based on the
industry defined objectives of a specific position. Course
requirements, projects and curriculum are built around these
objectives.

5. COMPETENCY-BASED LEARNING APPLICATION
 University of Virginia's Darden School of Business
offers competency-based learning as a part of their
Executive education program. The program allows
a company and employee to identify specific core
competency opportunities for professional
development and career advancement.

6. COMPETENCY-BASED LEARNING MODELS:
A NECESSARY FUTURE
 We are in the early stages of a learning revolution.
New learning pathways have been forged by
intense competition from organizations whose sole
purpose is to deliver learning (anytime and
anywhere) and by rapid advances in information
technology.

7. CHALLENGES TO COMPETENCIES
 In organizational life, all innovations foster
resistance. Competency-based learning models are
certainly no exception. Opponents view the
movement toward competency-based
systems, especially in general education areas, as
reductionist and prescriptive.

8. SOME OF THE COMMON BENCHMARK COMPETENCY-BASED
PRACTICES IN LEARNING AND DEVELOPMENT ARE:
 Assessments against competencies
 Assessment through other methods
 Program design / development

9. ASSESSMENTS AGAINST COMPETENCIES
Once the competencies have been defined for
particular job / roles, it becomes possible for students
and employees, and others to assess the
competencies against those required for current or
future roles within the institution or the organization.

10. ASSESSMENT THROUGH OTHER METHODS
Competency assessments can be accomplished
through a wide variety of other methods, including
those typically used in a selection process (see
Recruitment & Selection section), such as:
competency-based behavioural interviews; in-
baskets; role-plays and simulations; track record /
portfolio reviews; etc.

11. PROGRAM DESIGN / DEVELOPMENT
 Having defined the competencies and behaviours
required for success in a particular role it becomes
possible to target the design of curriculum and
development programs to address these
requirements.

12. COMPETENCIES AND LEARNING OBJECTIVES
 This is a technical assistance document, intended
to be helpful to institutions seeking accreditation
and to site visit teams in evaluating schools and
programs.
 The purpose of this paper is to support faculty of
schools of public health/public health programs
(SPH/PHP) as they consider approaches and make
decisions for competency-based program planning
and curriculum development.
 This document is provided for assistance and does
not intend to prescribe a process for curriculum
development.

13. RELATIONSHIP OF COMPETENCIES TO SCHOOL/PROGRAM MISSION,
INSTRUCTIONAL AND COURSE OBJECTIVES
 In addition to clarifying educational outcomes as
they relate to workforce needs and
expectations, competencies are critical to linking
course learning objectives to the SPH/PHP
instructional objectives.

14.  THANKS FOR YOUR ATTENTION!!