Competency‐based education: Recent policy trends

Abstract

BackgroundThe student population on college campuses continues to evolve, including an influx of adult learners. With the specific needs of this student population, states and institutions must assess the current learning environment and explore alternative pathways to earning a credential, including competency‐based education (CBE). This article provides an overview of recent legislation and policy activity regarding CBE. Institution examples are presented as well as policy considerations for policymakers and institutions to keep top of mind when exploring CBE programs.Materials & MethodsPolicies explored were pulled from a databased housed at Education Commission of the States (ECS). ECS began tracking specific higher education policies in 2014, hence this article covers CBE policies beginning that year. The author reviewed introduced and enacted legislation from 2014 to 2017. The author also reviewed institution examples of CBE programs not set in legislation.Results2014 and 2015 saw four states introduce CBE legislation with two bills ultimately being enacted. In 2016, three states considered CBE bills, one of which was enacted. At least five states considered CBE bills in 2017, ultimately seeing three of those enacted. In addition to legislative activity, many institutions implement CBE on their campuses without policy. The article highlights three including Western Governors University, the University of Wisconsin Flex option, and Davis Technical College. Policy and practice considerations include: Institutions should consider moving away from a credentialing approach to an instructional approach; States need to modernize state financial aid policies to allow students to utilize state funds for CBE programs; Institutions offering CBE should support students and enhance the educational experience by providing coaches or mentors to navigate both academic rigor and administrative tasks; and Coordinate efforts between institutions and industry leaders. ConclusionAs this article highlights, CBE policies in states and at institutions are at various levels of sophistication. Many states are continuing to explore CBE through expert committees, research, and legislative action. With the ever‐increasing number of adult learners coming to campuses, states and institutions need to assess the needs of their student populations and how CBE could benefit all students. A change to the instructional model in postsecondary education can increase completion rates and help states ultimately reach their lofty attainment goals.