Relevant bibliographies by topics / COMPETENCY-BASED APPROACH (CBE)

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Academic literature on the topic 'COMPETENCY-BASED APPROACH (CBE)'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "COMPETENCY-BASED APPROACH (CBE)"

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Schilling, Jim F., and J. Randall Koetting. "Underpinnings of Competency-Based Education." Athletic Training Education Journal 5, no. 4 (2010): 165–69. http://dx.doi.org/10.4085/1947-380x-5.4.165.

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Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs (ATEPs). While behavioral science research at the turn of the 20th century laid the groundwork for the CBE approach, the process used to establish its construct in education stemmed from scientific management methodology used in industry. A history of
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Murdoch, William. "Faculty development in competency-based education." MedEdPublish 13 (October 23, 2023): 220. http://dx.doi.org/10.12688/mep.19890.1.

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Competency-based education (CBE) has started to change the medical education process from a time-based, teacher-focused approach to an outcomes-based, learner-centered, and population-sensitive philosophy. The International Competency-Based Medical Education Collaborators (ICBME) first convened in 2009 and released a series of scholarly papers that laid the conceptual foundation for CBE in medical education. CBE is intended to address many of the shortcomings in our current medical education system. Prominent among such concerns is the disconnect between topics emphasized in the education proc
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Arakawa, Naoko, Marwan Akel, Claire Anderson, et al. "Developing a FIP handbook for implementing competency-based education in pharmacy education." Pharmacy Education 22, no. 4 (2023): 150–54. http://dx.doi.org/10.46542/pe.2022.224.150154.

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Competency-based education (CBE) is a viable educational approach to close a training gap between ever-changing health challenges and pharmacy and pharmaceutical education curricula. However, the implementation of CBE into initial professional education and training (IPET) for pharmacists is slow. Thus, the development of a handbook to guide academics, educators, and practitioners in implementing CBE would be beneficial. This paper describes the process of developing a handbook to support educators in implementing CBE principles in IPET for pharmacists and pharmaceutical scientists. The projec
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Lin, Galvin Sim Siang, Tong Wah Lim, and Mariana Minatel Braga. "Embracing competency-based education for modern dental practice." Asia Pacific Scholar 10, no. 2 (2025): 8–12. https://doi.org/10.29060/taps.2025-10-2/gp3440.

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Introduction: Dental education is undergoing a major transformation due to evolving healthcare needs, technological advancements, and the demand for dental practitioners to meet the diverse needs of a global patient community. Competency-based education (CBE) is at the forefront of this change, focusing on what students are competent in upon graduation. Unlike traditional models, CBE emphasises practical skills, critical thinking, and problem-solving. Methods: This article explores the shift towards CBE in dental education, examining frameworks that support CBE like Miller's Pyramid and guidel
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Ghonim, Ahmed, and Irene Corpuz. "Moving Toward A Digital Competency-based Approach in Applied Education: Developing a System Supported by Blockchain to Enhance Competency-Based Credentials." International Journal of Higher Education 10, no. 5 (2021): 33. http://dx.doi.org/10.5430/ijhe.v10n5p33.

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A competency-based approach to education (CBE) has emerged in recent years, fostering curriculum by tracking and indicting students' acquired skills and competencies. Since applied education is moving away from a theoretical approach to its application, employers are eager to be empowered with graduates' full e-profiles, which demonstrate candidates' competency-based strengths and weaknesses. This study considered a new digital system for competency-based learning, enhanced by Blockchain and badge technologies, to improve and indicate practical classes' quality in applied programs. Our core ob
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Ramlall, Sunil, and Dhanmati Ramlall. "Competency-Based Education: The Value for Students, Academic Institutions, and Organizations." Journal of Business Administration Research 9, no. 2 (2020): 1. http://dx.doi.org/10.5430/jbar.v9n2p1.

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This article examines the practices around Competency-Based Education (CBE) in the U.S. by examining best practices and interviews with leaders at multiple academic institutions to understand strategies being used, identify strengths and opportunities of CBE initiatives. Furthermore, the research will also include discussions on implications for organizations using a CBE approach to training and development strategies, and how HR leaders can extrapolate from current practices in academic institutions to organizations.
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Ha, Trinh Thi, Nguyen Thi Thu Hien, Nguyen Thi An An, and Nguyen Thi Mai Huong. "Enhancing the Quality of English Language Education for Students at Art Universities in Vietnam through a Competency-Based Approach." Forum for Linguistic Studies 7, no. 1 (2024): 1–14. https://doi.org/10.30564/fls.v7i1.7739.

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This study investigates the current state of English teaching quality for students at art universities in Vietnam, focusing on a competency-based approach. Utilizing a mixed-methods design, the research involves surveys and interviews with educators and students to identify key challenges and opportunities in implementing competency-based education (CBE) in English language teaching. The findings reveal an awareness of the importance of CBE; however, practical implementation is hindered by various factors, including curriculum limitations and the need for enhanced teacher training. Recommendat
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Alsaghir, Loubna, and Wadad Wazen. "A Competency-based Education Approach for Effective On-line Program Design: Exploring E-learning Platforms Compatibility." International Journal on E-Learning 19, no. 1 (2020): 5–23. https://doi.org/10.70725/561322rcsvoo.

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This paper investigates the compatibility of e-learning platforms with a competency-based educative (CBE) approach. Using the European Tuning program model derived from the Bologna Process declaration, an integrative framework for creating a degree curriculum based on the CBE approach has been designed such as to include degree competencies, learning outcomes, courses and learning activities. This framework and its underlying principles were then experimented on Moodle in order to explore to what extent the platform offers features that are adapted to implement the CBE approach. For comparison
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Gonzales, Jomar R., and Jerome G. Rosario. "Enhancing LET Readiness: Evaluation of Competency-Based Education Outcomes in Professional Education Subjects." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 4763–68. https://doi.org/10.47772/ijriss.2025.903sedu0343.

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This study investigated the effectiveness of Competency-Based Education (CBE) subjects in enhancing the readiness of Fourth-year pre-service teachers at Pangasinan State University-Bayambang Campus for the Licensure Examination for Teachers (LET). Employing a descriptive research design using a quantitative approach and a pretest-posttest methodology, the study measured students’ competency development before and after instruction in the CBE 2 (Professional Education) subject. The participants included 262 pre-service teachers from various teacher education programs. The findings revealed a si
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Yasin, Mohamed Gulled. "Paradigms for Contextualizing Competency Based Curriculum in Africa: Inferences from the OECD Countries." Education Quarterly Reviews 6, no. 1 (2023): 464–75. https://doi.org/10.31014/aior.1993.06.01.721.

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Competency-based curriculum (CBC) has gained significant attention in recent years as an innovative approach to curriculum design and delivery. This paper explores the use of competency-based curriculum in educational settings and its potential impact on student learning outcomes. It specifically portrays how various countries in OECD utilized the system and urges African countries to undertake the pre-tested approaches by the OECD countries. The paper first provides an overview of CBC and the key principles that underpin this approach. It then discusses the advantages of using CBE, including
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Books on the topic "COMPETENCY-BASED APPROACH (CBE)"

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Wheelahan, Leesa. Rethinking Skills Development. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.30.

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This article critiques models of competency-based training in vocational education and training in Anglophone countries and contrasts it to ‘kompetenz’ in Germanic countries. It identifies six key problems with Competency-Based Training (CBT): first, CBT is tied to specific ensembles of workplace roles and requirements; second, the outcomes of learning are tied to descriptions of work as it currently exists; third, CBT does not provide adequate access to underpinning knowledge; fourth, CBT is based on the simplistic and behaviourist notion that processes of learning are identical with the skil
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Stanley, Gordon. Accreditation and Assessment in Vocational Education and Training. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.6.

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Vocational education and training has emerged from traditional industry and technical training into a vigorous post-compulsory education sector focused on satisfying the ever-changing demands of today’s employers. This chapter considers issues around the accreditation and regulation of providers and the assessment and certification of outcomes. Quality and comparability of outcomes has been a common concern for regulatory regimes. The front-end emphasis of training assessors and the requirement for workplace assessment contexts is designed to align with employer needs. However there are legiti
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Book chapters on the topic "COMPETENCY-BASED APPROACH (CBE)"

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Naranjo, Nélida Ramírez. "Criticisms of the Competency-Based Education (CBE) Approach." In Social Work in the Frame of a Professional Competencies Approach. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13528-6_2.

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Jones, Kristin A., and Steven G. Olswang. "Building Competence." In Handbook of Research on Competency-Based Education in University Settings. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0932-5.ch002.

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A flurry of new instructional approaches has recently emerged in post-secondary education; one approach receiving the most attention is competency-based education (CBE). While many think CBE is relatively new, its roots are deeply seeded in decades-old pedagogical philosophies. The frequency with which CBE is now appearing in conversations about higher education instruction and reform gives the false impression that most practitioners actually know what CBE is, or how it contrasts with other instructional approaches. In fact, the modern dilemma faced by many in higher education is that few ins
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Takamine, Kurt. "Developing an International Undergraduate Business Degree in Southeast Asia Utilizing Competency-Based Outcomes." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3600-4.ch008.

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Competency-based education (CBE) is an innovative, self-paced approach that evaluates the mastery of learning from a performance basis. Those individuals with vast work and life experiences in their background can demonstrate competency-based outcomes as prescribed by academic and industrial standards. Utilizing a case study approach, this chapter explores the process that one American university adopted to serve a Southeast Asian nontraditional population, with the course corrections experienced because of the COVID-19 global pandemic disruption. In addition to board and administrative strate
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Wesolowski, Ward. "Experimentation With Competency-Based Education at the University of Phoenix." In Advances in Educational Technologies and Instructional Design. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1928-8.ch015.

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The author of this chapter, Ward Wesolowski, served as the Dean of Operations in the Center of Competency-Based Education (CBE) at the University of Phoenix. In this role, a substantial amount of experimentation was conducted to uncover insights relating to technology, faculty roles, curriculum, policy, and most importantly, the student experience in CBE. In an endeavor as complicated as creating CBE offerings at a large institution of higher education, there was only one thing that was certain: failure. At University of Phoenix, it was important to fail fast, learn, improve, and try again. Th
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Chou, Fremen Chihchen, Siobhan Fitzpatrick, David R. Taylor, Adrian P. Marty, Mabel Yap, and Harm Peters. "Managing curriculum reform in the transition to competency-based education using entrustable professional activities." In Entrustable Professional Activities and Entrustment Decision-Making in Health Professions Education. Ubiquity Press, 2024. http://dx.doi.org/10.5334/bdc.v.

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Curriculum reform in health professions education is essential to address evolving societal expectations for healthcare. Competency-based education (CBE), advocated by leaders in healthcare such as the Lancet Commission and the World Health Organization, aims to bridge the gap between traditional training in the health professions and modern healthcare needs. This chapter outlines a comprehensive approach to curriculum reform, emphasizing the integration of change management for the human aspects and project management for the technical aspects, to ensure successful implementation. Drawing fro
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ten Cate, Olle, and Marije P. Hennus. "Entrustable professional activities and entrustment decision-making for competency-based education in the health professions: an introduction." In Entrustable Professional Activities and Entrustment Decision-Making in Health Professions Education. Ubiquity Press, 2024. http://dx.doi.org/10.5334/bdc.a.

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Since the turn of the millennium, competency-based education (CBE) has become a new standard for training in the health professions in many countries. Early work to operationalize CBE has included development of detailed frameworks of competencies that every physician should demonstrate. However, these models were criticized because they do not directly translate to everyday activities of practice. For that reason, entrustable professional activities (EPAs) were introduced in 2005. EPAs are units of professional practice that may be entrusted to trainees once they show the competencies needed
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Tremblay, Genevieve G., and Jeff Brice. "Art + Science Knowledge Building." In Advances in Educational Technologies and Instructional Design. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1928-8.ch007.

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ASKXXI, Arts and Science Knowledge Building and Sharing in the XXI Century, was an inter-hemispheric, post-secondary diploma program pilot aimed at fostering collaboration in art, emerging digital/virtual technologies, and the ecological sciences. New approaches to narrative creation were introduced through innovative technology workshops in visualization, 3D imaging, 3D printing, virtual, mixed reality, and data visualization. The authors share their dimensional approach that delivered cross-cultural insights, technical training, professional development, mentorship, and network development o
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Georgiou, Stalo. "Applying Strategic Models in Distance Education and Educational Communication." In Advances in Computational Intelligence and Robotics. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-5583-1.ch014.

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In the rapidly evolving landscape of education, distance learning has emerged as a pivotal modality, necessitating the strategic application of educational frameworks to ensure effectiveness, engagement, and communication. This article explores the integration of strategic models within distance education and educational communication to optimize learning outcomes. Among these models, the Community of Inquiry (CoI) framework emphasizes the importance of cognitive presence, social presence, and teaching presence in creating an interactive and meaningful learning experience. Additionally, the AD
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Elazier, Kenneth Browne. "Developing a Competency-Based Instructor Training Model of Professional Development." In Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8488-9.ch011.

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The purpose of this chapter is to provide a set of instructor competencies for faculty professional development when transitioning to competency-based instructional programming. This chapter details considerations when designing and developing a competency-based, instructor training model. A competency-based education (CBE) program ought to have instructors that are competent analyzing, designing, developing, and evaluating competency-based instructional offerings. If the purpose of competency-based instructional programs is to move beyond static and passive, knowledge-only based instruction,
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Cooper, Tammi. "People, Processes, and Philosophies." In Handbook of Research on Competency-Based Education in University Settings. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0932-5.ch004.

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Viewed as an innovation by many, CBE programs require traditional institutions to examine current practices with a view towards adaptation and change. Through the lenses of people, processes, and philosophies, this chapter presents general considerations of how the design of a CBE program on a traditional campus impacts the areas of senior leader decision making, administrative structure, curriculum design, functional units, technology, and accreditation. Each section within this chapter includes specific details of how a small, private, traditional university approached these areas during the
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Conference papers on the topic "COMPETENCY-BASED APPROACH (CBE)"

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Cruz, Leandro S., José Amancio M. Santos, Lucca De A. H. Coutinho, and Lais N. Salvador. "A reference model for presentation of studies in competency-based education in engineering and computing." In Simpósio Brasileiro de Educação em Computação. Sociedade Brasileira de Computação, 2025. https://doi.org/10.5753/educomp.2025.4912.

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Competency-Based Education (CBE) has established itself as an effective educational method, as it focuses on the development of essential skills and competencies for professional practice. However, in the field of computing and engineering, this approach is still underrepresented. One of the challenges in the area is the lack of standardization in the way as studies are described and documented. This hinders the comprehension on the topic and the studies replication. This paper proposes a reference model supporting researchers on understanding and presentation of studies on CBE. The model was
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Billong IV, Samuel Ismael, Bernabé Batchakui, René Simo Nono, and Georges Kouamou. "A pedagogic approach by contextual immersion." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11226.

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In several training institutions in sub-Saharan Africa today, the competency-based approach to teaching (CBA) has been adopted at the secondary school level. In Cameroon, based on our experience in teaching, we have found that this approach does not suit all categories of learners, generally the youngest. With the advent of Information and Communication Technologies (ICT), learners spend most of their time on ICT’s gadgets (mobile phone, tablet, etc ...). In this paper, we propose a complement to the CBA approach through pedagogic differentiation. This differentiation takes into account the le
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BENETTAYEB, Dr Assia. "TEACHING EFL TO PRIMARY SCHOOL PUPILS IN PRIVATE- SUPPLEMENTARY SESSIONS: WHAT AFTER UNIVERSITY DIDACTICS?" In I. International Century Congress for Social Sciences. Rimar Academy, 2024. http://dx.doi.org/10.47832/soci.con1-25.

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At the university level, English as a Foreign Language (EFL) students study didactics for one year as part of their ‘Licence Degree’ (equivalent to Bachelor Degree). During a two semesters of didactics studies they are supposed to deal with different approaches and methods of foreign language teaching including Grammar Translation Method (GTM), Direct Method (DM), Audio-Lingual Method (ALM), Communicative Language Learning (CLL) and Competency-Based Approach (CBA). However, no classroom practice or training in these approaches is offered to them, something that may impede them to acquaint the
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Kalra, Jay, Bryan Johnston, Zoher Rafid-Hamed, and Patrick Seitzinger. "Stethoscope to Algorithm: Equipping Tomorrow’s Doctors for Artificial Intelligence Driven Healthcare." In 16th International Conference on Applied Human Factors and Ergonomics (AHFE 2025). AHFE International, 2025. https://doi.org/10.54941/ahfe1006207.

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Artificial Intelligence (AI) is transforming the delivery of patient-centred healthcare in Canada and around the globe. As the next generation of healthcare providers completes their medical education, it is critical to equip them with both digital literacy and the skills to effectively integrate AI into patient-centered care. In Canada, medical education is guided by the CanMEDS framework, which has recently transitioned to a competency-based medical education (CBME) model. CBME emphasizes outcomes-based learning, focusing on patient-centered care through direct observation and assessment of
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Reports on the topic "COMPETENCY-BASED APPROACH (CBE)"

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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to com
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Chea, Sathya, Sopheak Song, and Seyhakunthy Hun. Competency-Based TVET in Cambodia: Promise and Reality. Cambodia Development Resource Institute, 2020. https://doi.org/10.64202/wp.124.202008.

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Modernisation brings new economic and social challenges around the globe. In this era of the knowledge economy, knowledge and skills have become valuable assets for national development. Many countries have been working out how best to enhance their knowledge and skills pool. Focus has recently turned to competency-based training (CBT), which is believed to enrich students with practical competencies relevant to labour market needs and thus enhance their productivity and, ultimately, national economic growth. The CBT is characterised by a student-centred approach and module-based course with a
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Flam, Rebekka, Arjun Upadhyay, and Sarah Thang. Exploring Teacher Digital Skills and Literacy Competencies: A curated list of frameworks and resources to inform UNICEF Thailand. EdTech Hub, 2025. https://doi.org/10.53832/edtechhub.1120.

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This report was developed in response to a request from UNICEF Thailand for a curated list of digital skills and literacy frameworks designed for teachers. It reviews and compares 16 global, regional, and national frameworks to inform the development or adaptation of teacher-specific training and materials in Thailand. Key insights include the multidimensional nature of digital literacy, the central role of teacher development, and the alignment of learner-centred approaches with competency-based education (CBE). The report concludes with practical recommendations for policymakers, educators,
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