Over the last several months, my colleague, Chris Murray, and I spent a great deal of time
considering the current regulatory challenges facing
competency-based education (CBE) and possible strategies that can
better accommodate and evaluate the growing number of CBE programs
across the country. Our thoughts and conclusions are captured
in our recently released paper, "Rethinking the Regulatory Environment of
Competency-Based Education." The paper was released
May 15 by the American Enterprise Institute's Center on Higher
Education Reform as part of a series of papers commissioned to examine
various aspects of competency-based education.
CBE models, already offered at a number of higher education
institutions, award credit based on student learning, not time
spent in class. When a student can demonstrate mastery of a
particular set of competencies, he or she can move on to the next
set.
