The expectations with regard to competence-based education (CBE) are high; students would be more motivated to finish their educational programmes and experience less transition problems when entering the labour market. Looking at evaluations of the implementation of competence-based qualifications profiles at country level, it becomes clear that it is not sufficient to solely determine whether competence-based qualification profiles are implemented to be able to generate answers regarding the effectiveness of CBE. In this chapter, it is emphasised that it is necessary to take the design of the curriculum, teaching, learning and assessment into account when trying to answer questions regarding the effectiveness of CBE. Four steps are necessary for designing effective CBE: (1) defining summative competence-based assessment programmes (CBAs), (2) identifying related practical learning situations (including supportive knowledge and skills), (3) formulating relevant personal learning questions and (4) composing corresponding learning activities and materials and putting these together in a personalised learning environment. Implementing CBE is a complex process and includes the coherent application of CBE principles in teaching, learning and assessment activities and alignment of these activities. This chapter describes models and principles to design competence-based vocational and professional education in practice. It goes into the role of vocational core problems in competence-based qualification profiles, and describes steps in the process of designing competence-based learning arrangements. The chapter concludes with the description of a series of authentic and inspiring learning environments as examples of competence-based vocational and professional education. © Springer International Publishing Switzerland 2017.
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