Suchergebnisse

The subject of the debate was the main elements of the reform in the way higher education functions, implemented from October 2019. The background of the reform was discussed, including the historical and mental conditions of the academic community, and then the reform programming phase (e.g. consultation procedures), the phase of implementing changes (including the issue of adjusting the publication of regulations) and the sphere of new or additional incentives were discussed. which introduced new regulations into academic life (e.g. new rules for obtaining points by scholars for publications, new evaluation rules to which universities are subject, rules for creating statutes).

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.

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. ; Proces boloński zakłada m.in., że przygotowanie absolwentów do życia jako aktywnych obywateli w społeczeństwie demokratycznym, jest jednym z głównych celów szkolnictwa wyższego. Również inne strategie europejskie zakładają, że rozwijanie kompetencji społecznych absolwentów szkół wyższych, powinny stanowić filar Europejskich Ram Kwalifikacji w zakresie "autonomii i odpowiedzialności". ONZ i OECD również podkreślają rolę edukacji w rozwijaniu kompetencji społecznych. Misja edukacyjna uczelni obejmuje przekazywanie wiedzy i umiejętności, a także kształtowanie kompetencji społecznych studentów. Niniejszy artykuł ma na celu przedstawienie dobrych praktyk w tym zakresie. Na podstawie przytoczonych studiów przypadków sformułowano ustalenia mówiące o tym, że rozwijanie i ocena osiągnięcia kompetencji społecznych w uczelniach jest możliwa, jednak nie można wypracować jednego znormalizowanego rozwiązania. Różnorodność ma kluczowe znaczenie w przypadku prezentowanych przykładów. Głównym zaleceniem wynikającym z projektu DASCHE jest postulat stworzenie przestrzeni do dyskusji na temat kompetencji społecznych w badanych krajach i całym Europejskim Obszarze Szkolnictwa Wyższego (EHEA).

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.