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Competency Based Education

What Is Competency-Based Education?

Competency-Based Education (CBE) is an instructional model that measures student progress by demonstrated mastery of clearly defined skills and knowledge, rather than by hours spent in a seat. Instead of moving through a course on a fixed calendar, students advance as soon as they can show they've mastered each competency.

CBE is grounded in the NCCCS Strategic Plan (Strategy 4.2.3), which calls for supporting colleges through competency-based pathways so students can accelerate their journey from education to a job using self-paced mastery models.

This approach has gained traction nationally as a way to expand access for adult learners and others who need flexible scheduling because of work, family, or other responsibilities. CBE programs still hold to the same rigorous learning outcomes as traditional certificate programs. The difference is in how progress is measured and how instruction is delivered, not in what students are expected to know and do.

At its core, CBE is part of a broader shift toward skills-first education, connecting what's learned directly to job performance and economic opportunity, so credentials reflect real, demonstrated ability rather than time served in a course.

Importantly, a CBE format doesn't mean lower standards. Programs delivered this way maintain learning outcomes fully equivalent in scope, rigor, and workforce relevance to traditional certificate programs with the same faculty oversight, assessment integrity, and student support built in.

Even with more flexible scheduling, CBE programs are designed to preserve regular and substantive interaction between faculty and students through proactive outreach, structured feedback, and ongoing academic support, so students stay connected and supported throughout their coursework.

The CBE Pilot Project

Why the System Is Piloting CBE

Learner expectations and workforce demands keep evolving, and NCCCS wants to evaluate innovative approaches that support student success while informing future modernization of instructional, reporting, and support frameworks.

In July 2026, the system office received State Board approval to temporary waive some aspects of State Board Code to conduct a pilot program.

Because CBE doesn't run on a traditional seat-time schedule, participating colleges need a modified approach to reporting student hours during the pilot period. That's the reason behind the proposed waiver: a temporary, limited flexibility that lets the System evaluate how competency-based instruction fits within existing reporting and funding structures, without sacrificing instructional oversight, assessment integrity, or fiscal accountability.

Pilot Project Details

Scope: Participation is intentionally limited to a small number of colleges, allowing for close oversight, evaluation, and support as the model gets off the ground. Findings from this initial phase will help shape any future expansion across the System.

Timeline: The pilot's associated waiver runs through August 15, 2027, for selected pilot colleges.

How colleges get involved: Interested institutions should submit an application to the System Office demonstrating their readiness to implement and evaluate the CBE model. Applications must include:

An implementation plan
A commitment to complete the pilot before the waiver expires
Evidence of any required approvals or notifications from SACSCOC and other applicable accrediting or regulatory bodies
Agreement to participate in data collection, reporting, and evaluation activities
Identification of the institutional resources needed to support the pilot

What the Pilot Will Help Us Learn

The pilot is designed to answer real questions about how a non-traditional instructional model performs within existing curriculum, reporting, and funding frameworks. Specifically, the System will be looking at:

Whether CBE expands access and scheduling flexibility for adult learners and other students balancing work, family, and school
How student progression, completion patterns, and time-to-credential compare between competency-based and traditional formats
How current hour-reporting requirements align with a competency-based model
The instructional, advising, and coaching demands of CBE compared to traditional course delivery
Student satisfaction, persistence, and completion within a CBE framework
How effectively CBE supports workforce-aligned credential attainment
Best practices and lessons learned to inform a possible multi-college expansion in 2027–2028

Looking Ahead

This pilot gives the System a chance to evaluate a nationally recognized instructional model in a controlled, accountable environment. If the model proves effective and sustainable, the lessons learned could help shape future updates to State Board policy, better positioning the System to meet the needs of adult learners going forward.

Information Session

Colleges are strongly encouraged to attend an information session prior to submitting an application. The next session will be held on Tuesday, September 8, 1pm – 2pm; register here.

Learn More about CBE

The Competency Based Education Network (C-BEN) is the national expert on Competency Based Education. Visit their web page to find resources and events.

C-BEN Website