Almost twenty years after the Bologna Declaration was signed, the extent to which universities are embracing competence-based learning is a topic of much interest. This article presents a comprehensive model for the analysis of the implementation of competence-based learning (CBL) in Higher Education. An extensive bibliographic review was carried out on the concept of competence-based learning and on each of its constituent elements, with a view to proposing a model made up of seven dimensions and a set of evaluation criteria and indicators. The areas reviewed were the legal and administrative context, the institutional context, the degree programme planning process (including the individual modules/subjects within it), teaching practices and their assessment, and the review and improvement of the overall process. This explanatory model can be very useful to universities, particularly from Spain and Latin America, for assessing their level of implementation of competence-based learning, and identifying their strengths and areas for development. Received : 11 April 2019 Accepted : 20 May 2019 Published online : 29 May 2019

中文翻译：

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高等学校基于能力的学习实施情况评估模型：标准和指标

在《博洛尼亚宣言》签署近20年之后，大学在多大程度上接受基于能力的学习成为人们非常感兴趣的话题。本文提供了一个综合模型，用于分析高等教育中基于能力的学习（CBL）的实施情况。对基于能力学习的概念及其各个组成部分进行了广泛的书目审查，以期提出一个由七个维度和一套评估标准和指标组成的模型。审查的领域是法律和行政背景，机构背景，学位课程计划过程（包括其中的各个模块/科目），教学实践及其评估以及对整个过程的审查和改进。这种解释性模型对于评估大学（基于西班牙和拉丁美洲）的能力实施水平，确定其优势和发展领域可能非常有用，特别是来自西班牙和拉丁美洲的大学。收到：2019年4月11日接受：2019年5月20日在线发布：2019年5月29日