This document discusses competency-based teaching and education. It begins by defining key terms related to competency-based learning. It then lists the general and specific objectives of the lecture, which are to understand competency-based teaching and define related terms, characteristics, benefits and elements. The document proceeds to define additional terms and list the characteristics of competency-based education. It identifies practical benefits and the ten elements of a competency-based system. Finally, it outlines the steps of assessing readiness for competency-based education, including initial analysis, institutional readiness, program design, curriculum design, scalability, marketing, and ongoing student engagement and data improvement.

1. Competency based teaching
By
Mahmoud shaqria
‫شقريه‬ ‫محمود‬

2. GOAL:
By the end of this lecture
the learner will be able to:
Understand all about
Competency based teaching

3. General Objectives:
At the end of this session each
participant will be able to identify
,determine ,define the whole
picture of competency based
teaching

4. Specific objectives
At the end of this lecture the participant will
be able to:
Define the key terms concerned with CBL
Determine the characteristics of CBE
Identify:
Practical benefits of competency based education
Elements of a competency-based system
Readiness assessment for competency based
education

5. Key terms
Competency
A competency is a specific skill, knowledge, or ability that is
both observable and measurable.
Competency Based Learning (CBL)
Learning processes focused on acquiring specific skills and
developing specific abilities

6. Skills
Skills are a type of competency referring to observable
and measurable tasks a student can accomplish as a
result of education, training, and/or practice
Program Learning Outcomes
Observable and measurable statements about
what a specific program delivers and expects to
see in each of its graduates.

7. Differentiated Learning
a variety of methodologies that direct students along different
pathways based on their needs and mastery of competencies
Certifications
Certifications are awarded by third-party non-governmental
certification bodies, such as an industry or occupational
association, based on an individual demonstrating through an
examination process that she or he has mastered the required
knowledge, skills, and abilities to perform a specific job.

8. Credentials
Credentials is an umbrella term that includes degrees,
diplomas, certificates, badges, professional/industry
certifications , apprenticeships, and licenses. Credentials vary in
the awarding organization, the standards on which the award is
based, and the rigor and type of assessment and validation
processes used to attest to the skills, knowledge, and abilities
people possess

9. Practical benefits of competency base education:
Efficient and potentially lower-cost degree/credential options
for students
Greater understanding of learning outcomes throughout the
academic institution
Courses, learning resources, and assessments aligned to
well-defined goals
Motivated and engaged students

10.  Increased student retention and completion rates, particularly when
prior learning can be applied to degree progress
 Learners’ improved ability to recognize, manage, and continuously
build upon their own competencies and evidence of learning
 Employers’ improved ability to understand graduates’ competencies
and learning achievements
 Outcomes-based frameworks for continuous improvement at course,
program, and institutional levels

11. characteristics of CBE:
1. Acquisition of essential cognitive, psychomotor, and affective
skills;
2. Continued development of skills.
3. Broadly based competency development derived from the
best professional evidence, current standards, and regulations.
4. Authentic assessments which are valid and reliable.
5. The use of adult learning principles.
6. Individual learning styles and abilities are recognized and
appreciated.

12. Ten elements of a competency-based system:
Intellectual mission that focuses resources and behaviors on
productive habits of mind and preparation for participation in
college, careers, and civic life.
Standards that express in some detail what students should
know and be able to do.
Progress monitoring, historically thought of as grading, and
achievement recognition systems, historically thought of as
class rank.

13. Grouping and scheduling systems—when, why and
how groups are used when learning not age cohorts is
the dominant organizing principle.
Reporting to the outside world that still thinks in
courses, credits, and grades.
Content that supports self-directed and customized
learning.
Tools that facilitate standards-based challenges,
collaboration, and scheduling.

14. Teacher support, preparation and development for a
dynamic environment with differentiated (i.e.,
different levels) and distributed (i.e., different
locations) staffing.
Evaluation systems that helps to determine student
learning and how experiences and adults are
contributing.
Community connections and supports for student
success

15. Readiness assessment for competency
based education
1. INITIAL MARKET ANALYSIS
We know which degrees are in demand and where future
growth will occur.
We understand local employer's needs and have identified
target students.
Goal:
Prioritize potential program(s) for development.

16. 2. INSTITUTIONAL READINESS
CBE aligns with our mission. Faculty and executives support it.
We’ve identified existing capabilities, infrastructure, and
financial resources. We’ve conceptualized our model,
considered its impact on campus functions, and identified third
party support. We have an accreditation plan and can offer
federal student aid.
Goal:
Formalize plan for program development through the entire
student lifecycle.
Secure internal support. It’s “go”/ “no go” decision time.

17. 3. DEVELOPING THE MODEL PROGRAM DESIGN
We’ve decided on a delivery model. We’ve planned for its
impact on term structure, admission and academic policies, and
transfer protocol. Tuition is set. We’ve decided on a learning
management system (LMS), student information
system (SIS), analytics engine, and other requisite technology.
Goal:
Approve completed program framework.
Decide on technology solutions and negotiate vendor
contracts.

18. CURRICULUM DESIGN
The model integrates employer feedback and professional
competencies. Develop curriculum. Assessments provide
students with valid and reliable guidelines for demonstrating
proficiency. Recruit faculty. We have instructional design and
technology support.
Goal:
Create all assessments and instructional content.
Hire and train faculty.

19. SCALABILITY
We know how many students are required to sustain the
program. We know how to scale faculty and staff as
enrollments increase.
Goal:
Complete financial model.
Campus stakeholders are trained program advocates

20. 4. MARKETING & RECRUITMENT
We know what distinguishes our program. We have a plan and
funding to recruit students likely to succeed.
Goal:
Complete marketing plan.
Develop collateral.
Begin lead generation and student recruitment

21. 5. ADMISSIONS & REGISTRATION
We’ve tailored admission requirements for CBE applicants and
have a clear process to award prior learning credit. Our
application, registration, degree planning, and new student
orientation match our delivery modality.
Goal:
Complete orientation.
Students can apply, receive advisement, and enroll in
competency modules.

22. 6. ENROLLED STUDENT ENGAGEMENT
We know how to keep students engaged and can intervene
with at-risk learners. We have evaluated advising, student
services, and technology to sustain students including a 24/7
help desk, library, bookstore, and tutoring.
Goal:
Students actively participate in learning environment.
Mentors can identify at-risk students and provide data-
informed
support services.

23. 7. DATA & IMPROVEMENT
We have key performance indicators for evaluation and
improvement. We have the ability to use data to support
students and revise curriculum.
Goal:
Track performance.
Monitor effectiveness.
Modify and instruction (ongoing