Role vs. entry-level competencies in competency-based education.
The real strength of the competency-based education effort lies in its emphasis on the total program. No longer can we, as educators, ask ourselves merely: "What do I want students to learn in my course?" The studies and learning opportunities of students must meet specific objectives developed on assessed needs in the profession. The resulting output can then be evaluated against standards or a set of criteria. Since implementation of a competency-based education program requires "adaptation rather than adoption," both the role-competency and entry-level approaches are valuable. Few professionals are willing to accept totally a program or syllabus developed by someone else. However, effective adaptation requires understanding of the total concept of competency-based education. In fact, the search for totality is the heart of the competency-based movement. By viewing the framework of competency-based education and thoroughly understanding all of the components of the program, professionals should be able to utilize the ideas of others, even though they are presented in varying formats with constantly changing semantics.
D001519:Behavior; D004046:Dietetics / Q000193:education*; D004493:Education / Q000592:standards; D004521:Educational Measurement; D005522:Food Services; D007858:Learning; D009934:Organization and Administration; D012380:Role; D014495:Universities