The development of graduates' social competences: The case studies from four European universities in the context of higher education public policy in Poland, Germany, Latvia and the Czech Republic; The outcomes of the Erasmus+ DASCHE project
| Autor: | Gunta Kinta, Jan Beseda, Edmunds Labunskis, Jakub Brdulak, Ida Kristina Kühn, Lisa Meyne, Jacek Lewicki |
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| Rok vydání: | 2020 |
| Předmět: |
Higher education
media_common.quotation_subject Bildungswesen tertiärer Bereich Public policy Context (language use) Federal Republic of Germany university level of education involvement Education lcsh:Social Sciences social engagement ddc:370 Bologna-Prozess university Political science Bologna Process Bildung und Erziehung Hochschulbildung Erasmus+ Curriculum soziale Kompetenz media_common Czech Republic Engagement Bildungspolitik business.industry Polen education for the future Universität social competence Tschechische Republik Lettland Public relations University Education curricula Social engagement Latvia Bundesrepublik Deutschland educational policy lcsh:H social competences higher education Poland business EU Autonomy |
| Zdroj: | Studia z Polityki Publicznej / Public Policy Studies Studia z Polityki Publicznej, Vol 7, Iss 1(25) (2020) |
| Popis: | The Bologna Process indicates that preparation for living as active citizens in a democratic society is one of the main purposes of higher education. Moreover, other relevant European strategies postulate that social competences development in HE graduates as well as the European Qualifications Framework should comprise the pillar of 'competences: autonomy and responsibility'. The United Nations and OECD emphasise the role of education and developing social competences, too.Higher Education Institutions' (HEIs) educational mission involves the transfer of knowledge and skills, as well as shaping the social competences of students. This article aims to show good practices in the development of students' social competences by different HEIs. Based on the cases the findings were formulated that the development and assessment of social competences in HEIs is possible, however, one standardised solution cannot be developed. Diversity is crucial in the presented programmes. Our main recommendation is to create room for debates about social competences in the researched countries and in the whole EHEA. |
| Databáze: | OpenAIRE |
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