The introduction of SB2366 is expected to significantly influence federal education policy, making it essential for educational institutions to adapt their programs to align with competency-based standards. The Department of Education will be tasked with enforcing compliance with existing regulations concerning these new educational frameworks. Such a shift in focus is likely to impact funding and the eligibility of certain programs for federal assistance, potentially redirecting resources towards institutions and programs committed to this educational model.
Summary
SB2366, known as the Competency-Based Education Act of 2023, aims to codify regulations related to competency-based education programs in the United States. The bill delineates a competency-based approach to higher education, emphasizing the acquisition of skills that demonstrate a student's proficiency in specific tasks or job roles. This approach contrasts with traditional course-based education that adheres to fixed timelines set by institutions. By focusing on competencies rather than course completion, the bill seeks to enhance the alignment between education and workforce demands.
Contention
While proponents of SB2366 argue that it will better prepare students for the job market by equipping them with demonstrable skills, there are notable concerns regarding the implementation of competency-based education. Critics voice apprehension about the effectiveness of this model in addressing diverse learning needs and the potential for unequal access to resources. Additionally, there are debates about the implications for accreditation processes and standards, as competency-based programs may challenge existing paradigms that govern higher education.
Mentoring to Succeed Act of 2023 This bill requires the Department of Education to award grants to high-need local educational agencies, high-need schools, and local governments to establish, expand, or support school-based mentoring programs that assist at-risk students in developing cognitive skills and promoting social-emotional learning to prepare them for success in high school, postsecondary education, and the workforce. Additionally, the bill directs the Institute of Education Sciences to conduct a study to identify successful school-based mentoring programs and evaluate the effectiveness of the grant program established by this bill.