Competency models recognize the value of experiential learning, in which students can develop and hone skill sets in real-world contexts. For instance, a student with a background in web design may be able to provide an institution with a portfolio that demonstrates mastery of computer coding or digital design. If coding or digital design is a discipline in which the institution gives credit, and the mastery demonstrated is sufficiently similar to that achieved in the classroom, then the institution may grant credit based on that portfolio.
The logic of competency-based credit is compelling. After all, colleges and universities hire most people to teach so that students learn. If students can achieve the desired learning in other ways, then why not provide them with the same credential as those who sat in the traditional classrooms with the traditional faculty members?