Competency-based education focuses on measurable skills and abilities rather than on what students learn. It assesses students' demonstrated knowledge and performance against benchmarks. Competency-based education emerged in the 1970s and advocates defining educational goals by precise descriptions of what students can do at the end of their studies. It is outcome-based, adaptive to student and community needs, and assesses students' ability to apply skills in real-life situations.

1. Competency-Based Education

2. What is a competency?
A competency is “a combination of
skills, abilities, and knowledge needed
to accomplish a specific task”

3. Competency based education is a
system which expresses individual’s
demonstrated knowledge , skills, & attitudes
Performed to bench marked standards.
These are observable & measurable &
necessary to
Perform a job independently & proficiently.

4. 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. CBE emerged in the
United States in the 1970s and refers to an
educational movement that advocates defining
educational goals in terms of precise measurable
descriptions of knowledge, skills, and behaviors
students should possess at the end of a course of
study.
Richards and Rodgers
What is Competency Based Education ?

5. Competency Based Education is outcome
based instruction and is adaptive to the changing
needs of students, teachers, and the community.
Competencies describe the student’s ability to
apply basic and other skills in situations that are
commonly encountered in everyday life. Thus
CBE is
based on a set of outcomes that are derived from
an analysis of tasks typically required of students
in life role situations.
Schenck

6. In a traditional educational system,
the unit of progression is time and it is
teacher-centered. In a CBT system, the unit
of progression is mastery of specific
knowledge and skills and is learner- or
participant-centered.
How Fearsome is the Competition?

7. Existing academic structure
• Lack of competence manpower.
•Existing manpower is underemployed.
•Academic institutes do not meet the societal
requirement.
•Focuses a time bound syllabus coverage over a
period.
•Fails to meet the required societal needs

8. Present day requirement
Existing system
• No relevance
between theory &
practice.
• Gave more
importance to theory.
• Limitation in the
selection of subject
Requirement
• Validation of theory
& practice
• Need integrated
approach to theory &
practice
• Flexibility

9. • No recognition of
prior learning.
• Book based talk.
• Recognises the
previously known
skills & the
assessment is based
on performance.
• Knowledge oriented
through internet,
media etc.

10. Points needed to be considered
• Learning to be self learning system.
• Sufficient support measures should be
available.
• Enough time should be given to learner.
• Teacher also considered as learner.
• Course design should match with a variety
of learning methods.

11. • Suitable for present technologies.
• Systematic approach to reach the desired
competent level.
• Enough infrastructure strength to validate
the theory.

12. Further CBE to reach a higher
goal
• Access to internet.
• Vedeo conferencing.
• Educational media.
• Training to staff & students.
• Continuing education programme.
• Faculty development program.
• Distance learning program.

13. CBE system Implementation
process
• Understanding of individual cognitive skills
& practical skills.
• Evaluate performance based teaching &
learning process.
• Uses of A.V.aids.
• Using simulation studies.

14. Assessment of performance
evaluation
• Performance of the student should be
assessed at every stage of completion.
• Corrective measures based on the
performance.
• Test procedure to be studied in detail
whether the desired goal is reached.

15. Possible Advantages
• Confident as they get mastery.
• Clear the idea .
• Enough opportunity till he attain the
required level of competency.
• No queries of the candidate non willingness
.
• Apathy of learning process as he is free to
select his own area of interest.

16. Norton (1987) describes five essential
elements of a CBT system:
• Competencies to be achieved are carefully
identified, verified in advance.
• Criteria to be used in assessing
achievement and the conditions under which
achievement will be assessed are explicitly
stated.

17. • The instructional program provides for the
individual development and evaluation of each of
the competencies specified.
• Assessment of competency takes the
participant’s knowledge and attitudes into account
but requires actual performance of the
competency as the primary source of evidence.
• Participants progress through the instructional
program at their own rate by demonstrating the
attainment of the specified competencies.

18. Desired Effects
• Changes in learning behavior in desired
directions (e.g., clinical skills)
• More explicit guidance for students
• More relevant in teaching and learning &
as well as assessment