Abstract

Materials/methods – The methodology used was a systematic review of literature on competence, competency-based learning and the assessment of competency-based learning.

Conclusion – This paper provides an overview of the main issues and tensions involved in clearly defining competency within higher education programmes and assessing competence, along with two clear recommendations for practice. The recommendations have significance for all higher education teaching staff involved in programmes of competency-based learning.

Keywords: Higher education, competency, competence, competencies, assessment, competency-based learning.

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