Implementing a Competency Based Curriculum

Innovation in the delivery, financing, and recognition of post-secondary education has been necessitated by a dynamic environment in which government funding has been reduced, rising operational costs, and the uptake of technology (Dusst & Wintrop, 2019). It is on the backdrop of this that the utilization of competency-based education (CBE) is increasing in higher education institutions. In this model, students make a combined application of their work and life experience to demonstrate their mastery of competencies to advance and earn credit instead of solely depending on the conventional time spent in class (Torres, Brett, Cox, & Greller, 2018). Where students are knowledgeable and competent in a specific subject, they are eligible to take a test for credit which counts towards their graduation without having to go to class. Approximately 600 institutions have either explored or launched CBE programs, and it is estimated that CBE implementation will experience “double-digit growth annually from 2013 to 2020” (Dusst & Wintrop, 2019).

Therefore, it is important to ensure that CBE meets its goal of students mastering the required competence and gaining appropriate skills. A redesign of the curriculum is necessary to achieve this. For instance, the health education curriculum may incorporate such components as ethical issues in care delivery, partnering and communication, and collaboration to facilitate the healthcare process. It is necessary to ensure that a program-specific model is developed which helps to develop particular competencies necessary for success in a given role. Further, it may be necessary to ensure that the curriculum offers students an opportunity for the students to connect what they learn to what is expected of them in terms of knowledge and skills during practice, contextualize the learning process, and an emphasis on their abilities (Torres et al., 2018). Giving students the opportunity to reflect on what they learn will further the communication process between the educator and also enable them comprehend their disciplinary strengths and professional roles.

References

Dusst, E. & Winthrop, R. (2019). Top 6 trends in higher education. Retrieved from https://www.brookings.edu/blog/education-plus-development/2019/01/10/top-6-trends-in-higher-education/

Scheopner Torres, A., Brett, J., Cox, J., & Greller, S. (2018). Competency education implementation: Examining the influence of contextual forces in three New Hampshire secondary schools. AERA Open, 4(2), 1-13.