COMPETENCY BASED EDUCATION

DEFINITIONS
• “Competency-based education is defined as an instructional system in which a
performance-based learning process is used. The learner demonstrates his/her
level of attainment on subject-area.”
• According to Richards and Rodgers: - “Competency based education focuses
on outcomes of learning. CBE addresses what the learners are expected to do
rather than on what they are expected to learn about.”
• “CBE is an institutional process that moves education from focusing on what
academics believe graduates needs to know (teacher-focused) to what students
need to know and be able to do in varying and complex situations (students
and/or work place focused).”
• “CBE programs are an alternative way for learner to gain the skills employers
want from employees”

COMPETENCIES
• Large skill sets are broken down into competencies, which may have
sequential levels of mastery. Competencies reinforce one another from basic to
advance as learning progresses; the impact of increasing competencies is
synergistic, and the whole is greater than the sum of parts.
• Competencies within different contexts may require different bundles of skills,
knowledge, and attitudes. Continual refinement of defined competencies is
necessary so that enhanced performance in a variety of contexts can be
assessed. In essence, CBE IS A PROCESS, NOT A PRODUCT.
CHARACTERISTICS OF CBE
1. Competencies are carefully selected.
2. Supporting theory is integrated with skill practice. Essential knowledge is
learned to support the performance of skills.
3. Methods of instruction involve mastery learning, the premise that all
participants can master the required knowledge or skill, provided sufficient time
and appropriate training methods are used.
4. Participants’ knowledge and skills are assessed as they enter the program.
5. Learning should be self- paced.
6. Flexible training approaches including large group methods, small group
activities and individual study are essential components.
7. Variety of support materials including print, audio-visual and simulations
(models) keyed to the skills being mastered is used.
8. Satisfactory completion of training is based on achievement of all specified
competencies.

MODES OF C B E
• DOWNLOADABLE MODE Downloadable mode empowers to offer
education in a dynamic form to students. Students can access lessons,
assignments and submit their scripts online. They need not brood if they miss
lessons - they can download their lesson notes and access archived lessons,
tutorial sessions, lectures etc.
• READ ONLY MODE Students will be able to only read the course concepts.
Downloading or interaction is unavailable.
CLASSROOM INTERACTION The interactive learning provides an
environment for students to talk and discuss freely about any related topics on
line or off line.
There are two ways of interaction Classroom interaction.
1. X CHART Client Server Model that works with Internet Relay Chat Server
Protocol, it allows servers to connect to each other effectively forming a
network. Protocol is used by servers to talk to each other. Instructor and
participants can talk with each other and discuss on related topic for
stipulated time given by the instructor.
2. MAILING GROUP Participants can become member of Mailing-group by
registering their names in their group. Once approved by the instructor,
participants can post their questions to this group ID. This way Course
instructor or any other participant can reply to questions that will be read by all
the members in that group including the instructor.
• PRACTICE ORIENTATION Participants progress through the curriculum
by demonstrating their competence in a variety of skill and knowledge areas.
Student who demonstrates a competency is showing the ability "to do"
something to put knowledge and principles into practice. After completing all
examinations, students are required to apply the course content in his or her
work setting and submit an example of how they achieved this goal.
ADVANTAGES OF CBE
1. Participants will achieve competencies required in the performance of their
jobs.
2. Participants build confidence as they succeed in mastering specific
competencies.
3. Participants receive a transcript or list of the competencies they have
achieved.
4. Training time is used more efficiently and effectively as the trainer is a
facilitator of learning as opposed to a provider of information.
5. More training time is devoted to working with participants individually or in
small groups as opposed to presenting lectures.
6. More training time is devoted to evaluating each participant’s ability to
perform essential job skills.
7. Focusing learning on the critical competencies needed for success in the job
and organization
8. Providing standards for measuring employee performance and capabilities
9. Providing the framework for identifying learning options/ curriculum/
programs to meet employee and organizational needs.
10. Supporting effective forecasting of organizational, as well as project- related
learning requirements.
11. Providing standards for determining how well learning has occurred, both at
the individual and organizational level.

DISADVANTAGES OF CBE
1. Unless initial training and follow up assistance is provided for the trainers,
there is a tendency to “teach as we were taught” and CBT trainers quickly slip
back into the role of the traditional teacher.
2. A CBT course is only as effective as the process used to identify the
competencies. When little or no attention is given to identification of the
essential job skills, then the resulting training course is likely to be ineffective.
3. A course may be classified as competency-based, but unless specific CBT
materials and training approaches (e.g., learning guides, checklists and
coaching) are designed to be used as part of a CBT approach, it is unlikely that
the resulting course will be truly competency-based.

Implementation stages.
Stage 1
• Determine policy for integrating competencies in Learning and Development.
• Design individual learning tools and processes (Learning Plan Form;
associated instructions/ tools) and/ or acquire tools to support individual
Learning Planning (e.g., i-Skill Suite Assessment and Learning Plan modules).
• Build or acquire a catalogue of learning resources organized by competencies
in the Dictionary and classify organization specific programs and tools in the
catalogue. Advertise and make the catalogue widely available to employees and
managers (e.g., post the catalogue on an internet site; acquire and implement
web-based software to support employee).
• Develop or acquire self-assessment and multi-source surveys and reporting
processes as competency profiles become available for job groups (e.g., i-Skill
Suite Assessment and Learning Plan modules). Post self-assessment tools on the
organization’s internet website, and introduce supervisor and multi-source
assessments as employees become familiar and comfortable with the
competencies and the assessment process.
• Develop and introduce training/ communications related to competencies and
their use in the learning and development process in the organization.
Stage 2
• Conduct a needs assessment/ analysis and design/ develop tools and reporting
processes to support aggregate analysis and reporting of organizational
strengths and gaps in competencies.
• Assess how curriculum/ learning program design and development could be
improved with the introduction of competency-based management. Implement
changes, as required.
• Review current processes for conducting evaluations of learning programs
within the organization and integrate competencies, as required, to determine:
the extent to which workplace behaviour and outcomes have changed in the
desired direction; as well as, the return on investment for the learning / training
provided.