Competence-Based Curricula in the Context of Bologna and EU Higher Education Policy
AbstractAt 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
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Davies, H. Competence-Based Curricula in the Context of Bologna and EU Higher Education Policy. Pharmacy 2017, 5, 17.
Davies H. Competence-Based Curricula in the Context of Bologna and EU Higher Education Policy. Pharmacy. 2017; 5(2):17.Chicago/Turabian Style
Davies, Howard. 2017. "Competence-Based Curricula in the Context of Bologna and EU Higher Education Policy." Pharmacy 5, no. 2: 17.
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