CPL and CBE in Higher Education

Student demonstrating electric circuit boards through PLC and CBE

In today’s higher education scene, we often hear the terms Credit for Prior Learning (CPL) and Competency-Based Education (CBE) tossed around a lot. While they both aim to recognize learning outside of traditional classrooms, they’re not the same thing, and knowing the difference can help educators and students make the most of these options.

What is Credit for Prior Learning (CPL)?

CPL is all about awarding academic credit for what students have learned through real-life experiences—like jobs, volunteering, or independent study. Usually, students create a portfolio that showcases their experiences and connects them to specific course outcomes. Schools then evaluate these portfolios to determine how much credit a student can receive.

What is Competency-Based Education (CBE)?

CBE takes a different approach. It focuses on students showing that they’ve mastered certain skills or competencies defined by their program. This can include direct assessments like exams, projects, or clinical experiences, and indirect assessments, such as self-reflections or peer evaluations. The goal here is to ensure students can demonstrate what they’ve learned in practical settings.

Key Differences Between CPL and CBE

Chart showing key differences between CPL and CBE

Regulatory and Accreditation Considerations

When rolling out CPL and CBE programs, institutions must keep an eye on various regulations and accreditation requirements:

  • Federal Regulations: The U.S. Department of Education has specific guidelines for CBE programs, especially for those looking for federal aid. For CPL, there are limits on how much of a program can be completed through prior learning assessment to qualify for aid.
  • Accreditation Standards: Various institutional (regional) accreditors have unique standards for CPL and CBE. For example, the Higher Learning Commission (HLC) has specific guidelines for CBE regarding faculty qualifications and assessment methods.
  • State Authorization: If institutions offer CBE programs across state lines online, they need to comply with varying state requirements. The State Authorization Reciprocity Agreement (SARA) can help simplify this, but it has its own rules.
  • Credit Hour Equivalencies: It’s essential to establish clear policies on how competencies or prior learning convert to credit hours, aligning with accreditor and federal definitions.
  • Assessment Documentation: Keeping detailed records of assessment processes and outcomes is crucial for demonstrating program quality to accreditors.
  • Regular Review and Reporting: University personnel should set up processes for regularly reviewing CPL and CBE programs to stay compliant with changing regulations and standards. Be ready to report on student progress and outcomes in your annual reports and in self-study reports in preparation for reaccreditation site reviews.
  • Substantive Change Notifications: If your institution is planning to launch new CBE programs or expanding CPL offerings, be aware that this may require notifying accreditors of substantial changes.

Conclusion

While CPL and CBE both aim to enhance learning and credit recognition, they serve different purposes and use different methods. Understanding these differences is key for educators and administrators. By following best practices and keeping regulatory considerations in mind, institutions can create strong programs that meet diverse learner needs and promote academic success.

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About the Author: A former public school teacher and college administrator, Dr. Roberta Ross-Fisher provides consultative support to colleges and universities in quality assurance, accreditation, educator preparation and competency-based education. Specialty: Council for the Accreditation of Educator Preparation (CAEP).  She can be reached at: Roberta@globaleducationalconsulting.com

 

Top Photo Credit: Jeswin Thomas on Unsplash