GoogleTranslate Service


What’s the problem with competency based education?

March 8th, 2017 by Graham Attwell

competencybasedlearning

I got this diagram from a report by Katherine Hockey on the Accelerating Digital Transformation in Higher Education conference, I’ll write more about some of the topics Katherine raises, but for the moment just want to focus on Competency Based Learning.

Katherine says “Higher education learning may be open to change regarding teaching methods. Competency-based learning is being implemented at UEL, whereby the structure of a course is not linear in the traditional sense: the learner chooses modules at an order and pace that suits them. This aims at increasing employability, and was met initially with reservations but soon became popular with academics.”

Lets take the first sentence first. It seems to me that there is no doubt that Higher Education in general is open to new teaching methods. There may have been in the past resistance to using technology in education – partly based on a lack f competence and confidence in using technology as part of teaching and learning – but there have always been islands of exciting experimentation and innovation. The question has been how to move out from the islands.

But it is a big jump to equate openness to change with competency based education. Competency based education itself is hardly new – in the early 1990s the UK reformed its Vocational Education and Training provision to move to competency based qualifications under the National Council for Vocational Qualifications (NCVQ). It was not an unqualified success. And there are disturbing parallels between what NCVQ said at the time and the University of East London’s diagram.

Firstly is the myth that employers always know best. Just why a qualification developed with employers should be valid, and one developed without employers not is beyond me. The problem with employers is that they tend to look to the present or the short term future in defining skills requirements. Nd there is a difference between the skills that individual employers may require – or even groups of employers – and the wider knowledge and skills required to be flexible and forward looking in employment today. But even then would this be con

Another problem that beset NVQs was the relationship between ‘competence’ and knowledge and how to define performance to meet such competence. The NVQ system evolved, starting out with bald functional competence statements (yes, developed with employers), but later including ‘performance’ criteria and ‘underpinning knowledge.’ But even then was achievement of these standards considered as ‘mastery’? Some argued that it would be necessary to define the context in which the skills should be evidenced, others that there should be frequent (although how many and how often was never agreed) demonstrations of performance. And then of course there was the question of who is qualified to recognise the University of East London student’s mastery? How is there competence to act as assessors to be defined and assessed?

One of the big arguments for National Vocational Qualifications was the need to move away from time serving and have personalised and flexible routes whereby individuals could choose what they wanted to learn. In fact, some at NCVQ went further arguing that learning as an activity should be separated from qualifications. Once more few went down this route. Courses continued to be the way to qualifications, although there were a number of (quite expensive) experiments with recognising prior competences.

I would be deeply suspicious of just what they mean by “tuition model is subscription based”? This seems like just another attempt to package up education for sale in nice chunks: a step forward in the privatisation of education. But if past experiences of competency evangelism are anything to go by, this one will fail.

2 Responses to “What’s the problem with competency based education?”

  1. Manu says:

    First, great post here. I am particularly interested in how recognise the competences of an student based in what he has studied and beyond. I mean, how we could recognise the different competences a student gets for studying in one or another school.

Tweetbacks/Trackbacks/Pingbacks

  • Search Pontydysgu.org

    News Bites

    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


    Teenagers online in the USA

    According to Pew Internet 95% of teenagers in the USA now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

    Roughly half (51%) of 13 to 17 year olds say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

    The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

    “If the chat is crap the experience will be crap. If the chat is good then everyones a winner!” Great story of how to run a chatbot workshop. twitter.com/mylesblaney_uo…

    About 46 minutes ago from Graham Attwell's Twitter via Tweetbot for Mac

  • @mark_carrigan @CamEdFac Is this for people outside Cambridge? If so count me in

    About 2 days ago from Cristina Costa's Twitter via Twitter for Android

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories