Teachers' formation from the perspective of labour market demands

Tudor, Sofia Loredana

doi:10.1109/ecai.2017.8166487

Cited by 1 publication

(7 citation statements)

References 5 publications

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“…In Europe, higher education has undergone profound changes over the last two decades, especially with the signing, by 29 countries of the European area, of the 1999 Bologna Declaration [13]. This Declaration, which had been founded a year earlier in Sorbonne, had the central goal of establishing a European Higher Education Area, with the aim of reinforcing the convergence of the higher education systems of the various signatory countries [14,15]. This reconfiguration and dynamics that have occurred in higher education are not limited to the European area but are taking place on a global scale.…”

Section: The Higher Education Mission and The Place Of Transversal Comentioning

confidence: 99%

“…This reconfiguration and dynamics that have occurred in higher education are not limited to the European area but are taking place on a global scale. Indeed, there has been a huge renewal both in the (re)definition of the HEIs' mission, in their functioning structure and in the political field but also by the growing importance ascribed to employability and the attainment of competences, by their students [16][17][18][19] that may boost this employability [7,15,20].…”

Section: The Higher Education Mission and The Place Of Transversal Comentioning

confidence: 99%

“…Competences such as creativity [24], digital skills [34] and the ability to cope with complexity seem to be critical [35]. However, the definition of transversal competences is not indisputable and there are perspectives that are not exactly convergent, being, sometimes, vague and/or different depending on the sectors of activity or training in question [3,[5][6][7]12,15,21,22,36,37].…”

Section: Defining Competencementioning

confidence: 99%

“…Some examples of such accreditation agencies are the Association to Advance Collegiate Schools of Business (AACSB), the European Association for Quality Assurance in Higher Education (ENQA) and the Council for Higher Education Accreditation (CHEA), just to name a few. Garista, Pace, Barry, Contu, Battle-Kirk and Pocetta [34] remind us of the impact of the accreditation system on the HEIs' pedagogical structures and strategies, specifically at the pedagogical level, with the need for more active teaching strategies, both in initial and in continuous training [15,34], in order to transform the student into a "knowledge producer" [34] (p. 7). This reconfiguration requires, from the outset, a shift in HEIs and institutional actors in order to evolve from results-oriented teaching to competences-oriented teaching [39], involving the need to rethink the entire academic culture established in higher education.…”

Section: The Relevance Of the Attainment Of Transversal Competences Imentioning

confidence: 99%

“…Tudor [15] contends that a plethora of formally defined competences (documents, curricular plans, etc.) does not guarantee that this new approach will be successful.…”

Section: What Are Higher Education Institutions Doing About It? How Amentioning

confidence: 99%

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Transversal Competences: Their Importance and Learning Processes by Higher Education Students

Sá¹,

Serpa

2018

Education Sciences

127

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At a time when the labour market is blocked and simultaneously rapidly changing, with the emergence of new professional and scientific areas, the higher education mission becomes less indisputable and more indeterminate and challenging. This uncertainty was the leitmotiv for this essay, which aims to discuss the importance of attaining transversal competences in higher education. To achieve this goal, a bibliographical research was carried out on the attention that is currently given by higher education institutions to this topic, how they respond to the need for increasingly more transversal training and how they develop a curriculum that meets these requirements. Thus, in methodological terms, a thorough research on the literature addressing the topic of transversal competences was carried out; subsequently, a document search was conducted and a qualitative review and analysis of the documents collected was performed to justify our stance. Our analysis allowed concluding that the context of indeterminacy regarding the future has variations, considering the geographical and political situation, the social context and the activity sector. Furthermore, attitudes, expectations and predispositions are also critical elements for the success of this process of transversal competences’ attainment. This latter factor is central in this process, as there is often a gap between students’ expectations regarding the competences they expect to attain in higher education and the proposals that frame their training at the micro, meso and macrosocial levels and which take the need to attain transversal competences in higher education for granted.

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Section: The Higher Education Mission and The Place Of Transversal Comentioning

confidence: 99%

Section: The Higher Education Mission and The Place Of Transversal Comentioning

confidence: 99%

Section: Defining Competencementioning

confidence: 99%

Section: The Relevance Of the Attainment Of Transversal Competences Imentioning

confidence: 99%

“…Tudor [15] contends that a plethora of formally defined competences (documents, curricular plans, etc.) does not guarantee that this new approach will be successful.…”

Section: What Are Higher Education Institutions Doing About It? How Amentioning

confidence: 99%

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