Competency Based Learning Models in Vocational Education: A Literature Review

Abstract

Competency-based education (CBE) has emerged as a transformative approach in vocational education, emphasizing the acquisition of specific skills and competencies rather than traditional time-based learning models. This literature review examines the theoretical foundations, implementation strategies, and effectiveness of competency-based learning models in vocational education contexts. Through a systematic analysis of contemporary research, this study explores how CBE addresses the dynamic needs of the labor market by aligning educational outcomes with industry requirements. The review identifies key characteristics of competency-based vocational education, including individualized learning pathways, mastery-based progression, authentic assessment methods, and integration of workplace learning experiences. Findings reveal that CBE models demonstrate significant advantages in preparing students for career readiness, promoting lifelong learning, and bridging the gap between education and employment. However, implementation challenges persist, including the need for comprehensive curriculum redesign, faculty professional development, robust assessment systems, and institutional infrastructure. The review also highlights the role of technology in facilitating competency-based instruction through adaptive learning platforms, digital portfolios, and simulation-based training. Contemporary trends indicate increasing adoption of CBE in various vocational sectors, supported by policy frameworks and industry partnerships. This comprehensive analysis provides insights for educators, policymakers, and institutions seeking to implement or enhance competency-based approaches in vocational education, ultimately contributing to the development of a skilled workforce capable of meeting twenty-first-century economic demands.