The Higher Education Quality Council of Ontario (HEQCO) has released a timely new report examining competency-based education (CBE) and the practical hurdles Ontario postsecondary institutions face when adopting this learner-centred approach. Published on June 2, 2026, the study titled Challenges and Opportunities for Competency-based Education in Ontario draws on a literature review and interviews with practitioners and experts across Ontario, Alberta, and the United States. It provides a clear snapshot of how CBE is currently operating in the province and outlines concrete steps that could support wider, more effective implementation.
Understanding Competency-Based Education in the Ontario Context
Competency-based education, often abbreviated as CBE, is an educational delivery model that prioritizes mastery of observable combinations of knowledge, skills, and behaviours—referred to as competencies—over the traditional measure of time spent in class. Learners progress only after demonstrating proficiency through performance-based assessments, and they can move at their own pace. This model places strong emphasis on accessibility and flexibility, making it particularly well suited to non-traditional or mature students who bring prior postsecondary education and work experience.
In Ontario, CBE operates along a continuum. Full CBE programs exist alongside hybrid models that incorporate selected CBE features within otherwise conventional offerings. The most frequently adopted elements in the province include employer and industry involvement in program design, faculty acting as mentors rather than sole lecturers, and authentic assessments that set high thresholds for progression and completion. These features appear most often in career-focused programs in healthcare, education, trades, engineering, and computer and information sciences.
HEQCO’s Research Approach and Key Definitions
HEQCO researchers Laura Gallant, Jinisha Patel, Ryan Tishcoff, and Julia Colyar conducted the study through extensive literature review and targeted interviews. They define core CBE features as recognition of prior learning and experience, self-pacing, authentic assessments that allow multiple attempts, meaningful employer engagement, faculty serving as mentors, and credentials that explicitly signal mastery of competencies.
The report stresses that competence exists on a continuum from beginner to expert levels, requiring time and deliberate practice. This stands in contrast to traditional seat-time models where students advance primarily by completing a set number of credit hours regardless of demonstrated mastery.
Current Implementation Landscape Across Ontario Institutions
Ontario colleges and universities have begun integrating CBE elements on varying scales. Adoption remains relatively new, yet institutions are already seeing value in programs that allow students to leverage prior learning and accelerate completion when ready. Career-oriented fields have led the way, reflecting employer demand for graduates who can immediately demonstrate specific, job-relevant competencies.
Interviewees noted that Ontario’s qualifications framework still contains seat-time requirements that can conflict with pure CBE models. Despite this, many programs successfully blend CBE principles with existing structures, creating flexible pathways without fully abandoning traditional frameworks.
Implementation Challenges Identified in the Study
The report highlights several practical barriers. Learning management systems commonly used in Ontario institutions do not always align well with the flexible, non-term-based structure of CBE. Faculty members frequently report difficulty orienting students whose previous educational experiences have been rooted in conventional classroom models. Shifting student mindsets toward self-directed, mastery-focused learning requires intentional support and clear communication.
High start-up costs also surface as a recurring concern. Substantial investment in faculty and staff development, along with potential upgrades to technological infrastructure, can strain institutional budgets, particularly at a time when many Ontario postsecondary institutions face fiscal pressures.
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Opportunities and Benefits for Learners and the Labour Market
Despite the challenges, the study underscores CBE’s strong potential to support upskilling and reskilling. By focusing on demonstrated mastery rather than time, CBE offers an alternative learning pathway that can help mature learners advance more efficiently. Employer involvement in defining competencies helps ensure graduates possess skills directly relevant to workforce needs.
Interviewees recommended that institutions avoid a one-size-fits-all approach. Not every course or program needs to adopt full CBE elements; targeted integration where it adds clear value can deliver benefits without overwhelming resources.
Recommendations for Policy and Institutional Practice
The authors suggest several practical steps. Building relationships and providing targeted training can ease the transition for both faculty and students. Greater knowledge sharing among CBE practitioners and those new to the model would accelerate learning across the sector. Amendments to policy frameworks governing institutional funding and student financial assistance could remove disincentives and better support CBE growth.
These recommendations align with broader provincial goals of improving access, quality, and relevance in postsecondary education while addressing skills alignment with labour-market demands.
Perspectives from Practitioners and Experts
Those interviewed for the study emphasized that successful CBE implementation depends on institutional readiness and cultural shift. Faculty mentorship emerged as a particularly valued feature, helping students navigate self-paced learning. Employer partnerships were cited as essential for ensuring competencies reflect real-world requirements.
Experts from Alberta and the United States shared lessons on scaling CBE while maintaining quality, noting that robust assessment design and clear communication of expectations are critical success factors.
Implications for Ontario’s Postsecondary Sector
The findings carry direct relevance for university administrators, faculty members, and policymakers. Institutions considering CBE expansion can use the report as a practical guide to anticipate barriers and plan supports. The emphasis on a continuum approach offers a realistic pathway for gradual adoption rather than wholesale transformation.
For students and prospective learners, the study signals growing options for flexible, competency-focused pathways that recognize prior experience and accelerate credential completion.
Future Outlook and Next Steps
HEQCO’s report positions CBE as a promising yet still-evolving component of Ontario’s higher-education landscape. Continued experimentation, evaluation, and cross-institutional collaboration will be essential. Policy adjustments that better accommodate flexible delivery models could unlock wider benefits for both learners and employers.
As Ontario postsecondary institutions navigate changing demographics, labour-market needs, and technological shifts, the insights from this study provide a valuable evidence base for informed decision-making.
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Accessing the Full Report
The complete study is available on the HEQCO website. Readers interested in detailed findings, interview insights, and jurisdiction-specific comparisons are encouraged to review the full document for a deeper understanding of both challenges and opportunities.