 Currently what we see are institutions creating their own competencies and their own assessments. But I think that's part of the challenge as we get ready to scale CBE to be more impactful nationally. You know existing systems in the enterprise whether they be your student information system or your financial aid system or even a learning management system or the different tools learning management system are not really set up you know to gracefully easily seamlessly pass competencies around and allow the teacher or the student or the institution to kind of craft more of a competency based kind of program versus the kind of normal just sort of course based program that we have today. You have tons of different course names that may be teaching the same thing but they don't have any sort of sense of equivalency so you lose the potential of having a really strong currency in higher education and if we have thousands of competencies that maybe mean the same thing we could undermine the potential of how powerful these kinds of competencies could be. And so we've actually been working piloting with about ten or so suppliers under the guidance of CBE that they providing the requirements to see if we can sort of understand what those interoperability requirements are. There was a paper just recently published in EDUCAUSE about competency based education that was authored by our program manager Mark Aluba who's actually running that and it's really got a pretty nice blow by blow in terms of where we are with that. Being able to truly demonstrate that the students that are in these CBE programs are leaving better prepared graduates more proficient graduates I think that's the key. So fundamentally that the motivator here for institutions for this change is to continue to differentiate themselves and their strengths and the strengths that the students who attend are demonstrating so we're kind of counting on the fact that the institutions themselves will say hey this is actually good for us because it will help us differentiate our program. When a student gets a transcript it really is that kind of black box of learning for both the student and for the employer. The employer has no idea what the series of lists means in terms of their potential as a potential job candidate so at least with competency based transcripts employers have much more of an understanding and it's more legible in terms of what the student can do with the knowledge that they have. I think employers and HR professionals should be in the streets celebrating at institutions that have CBE programs because they've not been satisfied with what's happening in higher education. Instead of being so vocal about their dissatisfaction with the preparedness of job candidates they actually now have the ability to help mold and create pipelines of potential candidates into the jobs that maybe to this day have just remained unfilled because there is not the way of sort of matching students into those roles so it's exciting it's an exciting time where employers actually can really be acknowledged as those final consumers of the graduates in training. Now for that to work it has to get good on both sides right? Both sides of that equation have to get better at asking for what they need and also for demonstrating what the student learns and so far we've been talking really about the you know the college or the institutional side of that and I don't think it's going to be any easier to be honest for the corporations you know they're going to have to put quite a bit of work into if they want better employees they're going to have to do a better job specifying really what they want. CBE is also one of those messages we ought to be saying to employers over and over again it's our way to customize degrees to meet the workforce challenges that you're meeting so we can take competencies of various degrees and stack them and stack them together in new ways so that we address where workforce shortages are.