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Pharmacy 2017, 5(2), 17; doi:10.3390/pharmacy5020017

Competence-Based Curricula in the Context of Bologna and EU Higher Education Policy

European University Association, Avenue de l'Yser 24 Ijserlaan, Brussels B-1040, Belgium
Academic Editor: Jeffrey Atkinson
Received: 16 January 2017 / Revised: 21 March 2017 / Accepted: 23 March 2017 / Published: 26 March 2017
(This article belongs to the Special Issue Competence Training for Pharmacy)
View Full-Text   |   Download PDF [251 KB, uploaded 26 March 2017]

Abstract

At the turn of the century European higher education policy became twin-track. The Bologna Process was launched and ran alongside developments in European legislation. Both tracks displayed a preoccupation with competences, in relation both to citizenship and to labour market needs. Scrutiny of important policy texts (Key Competences, the European Qualifications Framework, ECTS, the Bologna three-cycle degree structure) shows that ‘competence’ has never been given a precise and secure definition. Only very recently has the term entered the discourse of EU legislation on the recognition of professional qualifications. Current work on competence-based curricula in sectoral professions, including pharmacy, has helped bring the two policy tracks into closer alignment. The examples of competences identified in specific professional contexts can assist EU and Bologna policy-makers as they confront future challenges. View Full-Text
Keywords: competence; profession; curriculum; policy competence; profession; curriculum; policy
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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MDPI and ACS Style

Davies, H. Competence-Based Curricula in the Context of Bologna and EU Higher Education Policy. Pharmacy 2017, 5, 17.

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