Rethinking the regulatory environment of competency-based education

In recent years, competency-based education (CBE) has made considerable inroads in higher education. Various institutions have developed or begun developing a range of programs modeled on competency-based principles. CBE is viewed by many, and with good reason, as a potential means to deliver a more effective educational experience at a lower cost. Yet despite increased interest from postsecondary institutions and strong support from policymakers, examples abound of regulatory barriers that not only fail to encourage competency-based learning but in fact impede its progress. In this paper, the current or proposed regulatory frameworks for the management of competency-based programming at the state, accreditor, and federal levels are examined. The authors highlight key concerns with and among these systems and note where efforts are being made to resolve barriers.

Edited excerpts from publication. Show less