Competency-Based Education: Theory and Practice




competency-based education, competency, skill, proficiency, qualification


This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of “competence,” “proficiency,” and “qualification.” The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students’ progress and measures it by formative assessments and that, in CBE, students’ learning gaps are eliminated by supporting them at each stage.


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Author Biographies

Tacettin Açıkgöz

Curriculum and Instruction 
Ankara University
ORCID: 0000-0002-6334-2417

Mustafa Cem Babadoğan

Assistant Professor
Faculty of Educational Sciences
Ankara University
ORCID: 0000-0002-6796-5654


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How to Cite

Açıkgöz , T., & Babadoğan, M. C. . (2021). Competency-Based Education: Theory and Practice. Psycho-Educational Research Reviews, 10(3), 67–95.