A new proficiency- or competency-based approach to college transfer credits developed in the Western U.S. may finally move colleges away from the old, but woefully inadequate “credit-hour” system. The question is who will define and measure competency at the “core knowledge” level and by what standard.

This approach has potential (giving priority to the importance of what is learned rather than how much time was spent [possibly?] learning a subject), but also harbors some dangers (government bureaucrats or ideologues may control how learning, knowledge, and competency are actually defined and politicize higher education even more than it already is). Such an approach may lead to greater standardization (and less diversity) and greater control, principally by the federal government and the U.S. Department of Education via the financial aid system. We shall see.

Stay tuned. 

Here’s an article from Inside Higher Ed on the matter.

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