Burgeoning college costs and constrained public budgets have engendered a national conversation on higher education innovation in the United States. One solution that has attracted much attention is competency-based education (CBE), where students earn credit based on how much they learn rather than how much time they spend in class. Advocates have touted CBE for its distinct focus on student learning and its potential to free students to move at their pace. While promising, research on the model is limited, and important questions remain.
In an effort to inform the higher education innovation debate, AEI’s Center on Higher Education Reform has commissioned a series of policy briefs examining competency-based higher education from a number of perspectives.
PDF versions of each paper presented are available below.
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