The author reviews various sources of competencies used in forming a competency based educational process, dividing these sources into three groups: inductive (from observation), deductive (from general principles), and seductive (from presently existing programs). (MJB)

The popular educational reform trend toward competency testing is appropriate to measure achievement in the basic skills areas, but competency testing in core curriculum areas may cause teachers to teach for the test, lead to minimal standards at the expense of excellence, and stifle the transfer of learning and creativity. (CB)

This paper describes the philosophic assumptions underlying the movement towards minimum competency testing. Definitions of such concepts as scientific educational management, what is worth knowing, and the knower are explored. (DF)

Evaluation of student minimal competency should be based partly on national concerns, partly on local concerns, and partly on the needs of the learner. Evaluation must be built into all levels. (JMF)

Humor is a competency that should be developed by all teachers. (MM)

Describes one elementary principal's experience with implementing outcome-based education (OBE), which combines competency based education and mastery learning. The principal explains that he is not convinced that OBE is a worthwhile philosophy to pursue, and he lists problems and common objections from teachers and community members. (SM)

This article presents questions and answers on the topic of competency-based instruction. (RC)

This article discusses the competency-based teacher education movement in relation to early childhood education. (PD)

Competency-based programs offer positive refinement in instructional design, implementation, and evaluation, but a number of unresolved problems offer new challenges and concerns to those teaching educational psychology. (JD)

An adequate and effective amalgam of theory and the practice of education in the preparation of future teachers must be worked out. (RC)

In answering questions regarding restrictiveness, quality, autonomy, and "fadism" in relation to competency based instruction, the author asserts that much criticism is based on the desire of entrenched educators to retain a shameful status quo. (MB)

A program designed to strengthen affective competencies in a classroom situation is described. (JD)