An Overview to Competency Based Learning

In 2010-2011 I had the opportunity to lead a team in charge to implement Competency Based Learning (CBL) at the Business School of Universidad Privada del Norte (UPN). From this experience, I understand CBL as an educational model which purpose is developing competencies in students that are objectively measured and demonstrated in applying knowledge in real environments.

My definition of CBL has the following coincidences with CBL Introduction Resource definition: 1) it is an educational model; 2) the purpose is to develop specific knowledge in students; and 3) the students’ competencies have to be objectively demonstrated. In addition, the CBL Introduction Resource definition considers makes emphasis on: 4) the process, where teachers provide active learning opportunities so students can create their own transferrable knowledge.

The literature on CBL model identifies the following common characteristics:

• In curricula, syllabus and learning lessons, competencies are clearly defined and include not only what students should know, but also what they should be able to demonstrate in measureable terms.
• What the educator pretends in a CBL course is make the measureable demonstration of competencies, rather than the measure of the amount of time spent learning them.
• Students participate in authentic learning by applying and demonstrating knowledge in real or simulated context.
• Competencies are met or achieved when students demonstrate mastery of content through a valid and reliable assessment.
• Educators recognize that all students enter with various levels of prior knowledge and skills and all students acquire new knowledge at different rates.
• Educators act as facilitators and guides in learning experiences.

By contrast, the traditional model focuses on the following characteristics:

• Students graduate upon completion of a mandated number of hours in a required set of courses.
• Courses are designed to align with national standards or career standards.
• Course credit is received by meeting seat-time requirements.
• Course completion is assessed with a culminating grade composed of weighted averages of completed assignments (such as tests, homework, quizzes, labs), “effort” (organization, preparedness, and “attitude” are typically included in this component) and timeliness (students are typically penalized for turning in work late, arriving to class late, or missing school).
• Students complete coursework together.
• Students are placed in courses based on their age, grade-level and/or prior performance.
• Assessments are aligned with course calendars, and are taken when units of study are complete.

UPN made the transition to CBL model in 2010, and developed its own adaptation of CBL as follow – The model consists of general competencies, educational principles that guide the student's work and the principles that guide the action of the pedagogical model, and its interrelation with aspects of philosophical character (based on values), psychological (depending on student), educational (depending on the teacher) and sociocultural (depending on the company) – The general skills are transferable skills that UPN is looking to print on each of the academic actions taken. In the UPN we have declared seven general competencies: teamwork, leadership, problem solving, critical thinking, independent learning and social responsibility.

UPN pedagogical model gives guidelines on how to interrelate the three protagonists of the educational process: teacher, student and curriculum (knowledge and/or learning experiences). This interaction arises "how to learn", "what to learn" and "when to learn". This is the pattern for the design methodology of teaching and learning.