@article{oai:kuins.repo.nii.ac.jp:00000946,
 author = {塚原, 修一 and 濱名, 篤},
 issue = {14},
 journal = {教育総合研究叢書 = Studies on education},
 month = {Mar},
 note = {40022570288, 米国の成果志向型教育についてテキサス値頃学位課程を事例として調査した。最初に開発された組織統率コースは，学士号をもつ中間管理職を求める地域の人材需要と，大学中退者や技術系準学士が学士号を取得して昇進・昇給をめざす社会人の教育需要を結合した新機軸である。学修成果目標（コンピテンス）の抽出，１学期を７週間とした教育課程，遠隔教育科目の設計，学習指導員（コーチ）による学修支援と学習管理システム，学修成果のオンライン評価，安価な学費の設定などに特色がある。こうした教育の内容と方法は，日本における社会人向け高等教育とともに，ウイズコロナないしポストコロナの大学教育にも多くの示唆を与える。, A case study of the Texas Affordable Baccalaureate Program was conducted as an example of competency-based education (CBE) in the United States. The organizational leadership course, which is a part of the Program, is a new combination of the manpower demand for middle management with a bachelor's degree in the local areas and the educational demand for college dropouts and associate degree holders aiming for a bachelor's degree and promotion and more income. Many of these adult students have some ability of organizational leadership at the time of admission, and the period and cost of education could be reduced by prior learning assessment and acceleration of learning by CBE. Its features are extraction of learning outcomes (competencies), curriculum with one semester of seven weeks, design of distance learning subjects, learning support by instructors (coaches) and learning management system, online evaluation of learning outcomes, low tuition fees, and so on. The content and development process of the CBE is worthy of reference for Japan. For example, since there are few university dropouts in Japan, the prior learning assessment may generate more educational demand. Online evaluation of learning outcomes could also be useful for higher education in Japan with COVID-19.},
 pages = {1--14},
 title = {日本におけるリカレント教育の可能性 : テキサス州のCompetency-Based Educationを手がかりに},
 year = {2021}
}