HISTORY AND CONCEPTS OF CBE

Presented by
Competency
Is an dynamic educational
program developed in USA
that was idelized by John

B ased
Dewey in the early1900s then
began to modernized with
online technology in the

E ducation
near 20 th century.
From the traditional general education to the
classified specific type of educational
curriculum.
Here we will see the improvement of the so
called personalized educational program or
CBE.
 History of CBE
1800 1900 1919 1949 1960

1970 1980 1990 2000 2010

 Late 1800s Back

Secondary education became the

standard learning system.
Students were graded based on the time
spent in class (seat time) and the
performance and knowledge he/she has
acquire
on that time span
 Early 1900s
John Dewey and other progressive educators he
influenced challenge traditional teaching
methods that relied on rote learning.
They discuss extensively on student
development and its real life applications to the
students.
He formed the idea learning from doing.
 1919
The “Winnetka Plan” was born, deve
loped by Carleton Washburne.
It is one of the first major experiments
in self-paced
learning and steps on mastering comm
on skills.
 1949
Ralph Tyler advocates for a dynamic school
curriculum, with clear objectives drawing on
common skills and content and the needs
and interests of students
 1963
John Carroll presents ideas that achievemen
t is not a function of natural ability, but of ti
me available to learn combined with
high-quality instruction, student perseverance
He states that not all students achieve
mastery at the same time.
 1968

Benjamin Bloom publishes “Learning for Mastery,”

which lays a foundation for organizing schools to
allow individual students the time needed to meet
objective learning goals.
 Late 1960s

Open classroom” models focus on “learning

by doing,” exploring “interest centers” at a st
udent’s own pace, with teacher guidance.
 1970s
 Fred S. Keller proposes far more individually pac
ed mastery-based approach.
 The Personalized System of Instruction divides mat
erial into self-contained modules, with specific lear
ning objectives.
 Students advance only after mastery of previous m
odule.
 1970s-1980s

 Period of mastery in learning.

 Extensive research finds impressive learning gains.
 Early criticisms included a lack of commonly recognized, hig
hly specific educational goals, and of
diagnostic, assessment, and progress tracking tools.
 1994
 Chugach, Alaska, launches performance-based
learning system that is forerunner of today’s
competency education models.
 Achievement improves dramatically.
 Similar models evolve in individual schools arou
nd the country.
 2008

New Hampshire is first to launch statewide comp

etency-based system that requires high schools t
o award credit based on mastery of material rat
her than seat time and passing grades.
 2014 and beyond

 Maine will require districts to offer a diploma based

on demonstration of proficiency by 2018.
 In 29 other states, districts may choose how to award
credit, using seat time or an alternative such as compe
tency or proficiency
 BASIC CONCEPTS
COMPETECNY: is the capability to choose and use(a
pply) and integrated combination of knowledge ,skills
and attitude with the intention to realize a task in a cer
tain context.
COMPETENCE: It is the capacity to relies up to stand
ard the key occupational task that characterize a prof
ession