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Abstrakt
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).
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Więcej informacji: Polityka Open Access czasopisma "Studia z Polityki Publicznej/Public Policy Studies"
Referencje
- Boyadjieva, P., Ilieva-Trichkova, P. (2018). Adult education as a common good: conceptualisation and measurement. International Journal of Lifelong Education, 37(3): 345-358, DOI: 10.1080/02601370.2018.1478458
- Brdulak, J., Chmielecka, E. et al. (2020). [Brochure] Model solutions regarding developing, assessing and validating social competences in higher education, including recommendations for levels of: HE Institutions, national policy making and EU policy making. Warszawa: SGH / DASCHE ISBN: 978-83-8030-349-2
- Collins, B., van der Wende, M. (2002). Models of Technology and Change in Higher Education, CHEPS. Retrieved from: https://research.utwente.nl/en/publications/models-of-technology-and-change-in-higher-education-an-internatio (accessed: 8.02.2020).
- DASCHE IO1 (2018). Methodology for Preparing Country Reports. Intellectual Output 1 of the DASCHE project: Development, assessment and validation of social competences in higher education. Retrieved from: http://www.dasche.eu/system/files/publikacje/DASCHE_Methodology_Report.pdf (accessed: 12.11.2019).
- DASCHE IO8 (2020). Model solutions regarding developing, assessing and validating social competences in higher education, including recommendations for levels of: HE Institutions, national policy making and EU policy making. Intellectual Output 8.
- EUA (2018). Trends 2018. Learning and teaching in the European Higher Education Area.
- Gedviliene, G., Gerviene, S., Pasvenskiene, A. et al. (2014), The Social Competence Concept Development in Higher Education. European Scientific Journal 10(28).
- Giroux, H.A. (2014). Neoliberalism's War on Higher Education. Chicago: Haymarket Books.
- https://eua.eu/downloads/publications/trends-2018-learning-and-teaching-in-the-european-higher-education-area.pdf (accessed: 12.11.2019).
- https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf (accessed: 12.11.2019).
- https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E (accessed: 12.11.2019).
- Kuh, G.D. (2019). Why Skills Training Can't Replace Higher Education. Harvard Business Review. Retrieved from: https://hbr.org/2019/10/why-skills-training-cant-replace-higher-education?utm_medium=social&utm_campaign=hbr&utm_source=linkedin (accessed: 15.11.2019).
- Macioł, S. (2012). Kwalifikacje i kompetencje absolwentów szkół wyższych - perspektywa pracodawców. Nauka i Szkolnictwo wyższe 1(39)/2012: 34-54.
- Moon, J., Orlitzky, M. (2011). Corporate social responsibility and sustainability education: A trans-Atlantic comparision. Journal of Management and Organization, 17: 583-603.
- Mulder, M., Weigel, T., Collins, K. (2006). The concept of competence concept in the development of vocational education and training in selected EU member states. A critical analysis. Journal of Vocational Education & Training, 59: 65-85.
- Nantl, J., Černikovsky et. al. (2010). National Qualification Framework Tertiary Education in the Czech Republic, Prague: Ministry of Education, Youth and Sports.
- OECD (2018). The future of education and skills. Education 2030.
- Oria, B. (2012). Enhancing higher education students' employability: A Spanish case study. Journal of Technology Management and Sustainable Development 2012/11(3): 217-230.
- Paris Communiqué (2018, May 25th). Retrieved from: http://www.ehea.info/media.ehea.info/file/2018_Paris/77/1/EHEAParis2018_Communique_final_952771.pdf (accessed: 12.11.2019).
- Sá, M.J., Serpa, S. (2018). Transversal Competences: Their Importance and Learning Processes by Higher Education Students. Educ. Sci., 8: 126.
- Szerląg, A. (Ed.) (2009). Kompetencje absolwentów szkół wyższych na miarę czasów. Wybrane ujęcia. Wrocław: Atut.
- Teichler, U. (2003). The future of higher education and the future of higher education research. Tertiary Education and Management, 9(3): 171-185. DOI: 10.1080/13583883.2003.9967102
- Ten Dam, G.T.M., Volman, M.L.L. (2007). Educating for adulthood or for citizenship: social competence as an educational goal. European Journal of Education, 42(2): 281-298.
- United Nations (2015). Resolution adopted by the General Assembly on 25 September 2015: Transforming our world: the 2030 Agenda for Sustainable Development.
- University of Bremen, Institute Technology and Education ITB (2019). Country report - Germany. Retrieved from: http://dasche.eu/system/files/publikacje/country%20_report_Germany.pdf (accessed: 14.08.2019).
- Walker, M., McLean, M. (2013). Professional education, capabilities and the public good: The role of universities in promoting human development. Abingdon, NY: Routledge.
- Weinert, F.E. (2001). Concept of competence: A conceptual clarification. In: Salganik D.S., Defining and Selecting Key Competencies. Seattle: Hogrefe & Huber: 45-65.
Referencje
Boyadjieva, P., Ilieva-Trichkova, P. (2018). Adult education as a common good: conceptualisation and measurement. International Journal of Lifelong Education, 37(3): 345-358, DOI: 10.1080/02601370.2018.1478458
Brdulak, J., Chmielecka, E. et al. (2020). [Brochure] Model solutions regarding developing, assessing and validating social competences in higher education, including recommendations for levels of: HE Institutions, national policy making and EU policy making. Warszawa: SGH / DASCHE ISBN: 978-83-8030-349-2
Collins, B., van der Wende, M. (2002). Models of Technology and Change in Higher Education, CHEPS. Retrieved from: https://research.utwente.nl/en/publications/models-of-technology-and-change-in-higher-education-an-internatio (accessed: 8.02.2020).
DASCHE IO1 (2018). Methodology for Preparing Country Reports. Intellectual Output 1 of the DASCHE project: Development, assessment and validation of social competences in higher education. Retrieved from: http://www.dasche.eu/system/files/publikacje/DASCHE_Methodology_Report.pdf (accessed: 12.11.2019).
DASCHE IO8 (2020). Model solutions regarding developing, assessing and validating social competences in higher education, including recommendations for levels of: HE Institutions, national policy making and EU policy making. Intellectual Output 8.
EUA (2018). Trends 2018. Learning and teaching in the European Higher Education Area.
Gedviliene, G., Gerviene, S., Pasvenskiene, A. et al. (2014), The Social Competence Concept Development in Higher Education. European Scientific Journal 10(28).
Giroux, H.A. (2014). Neoliberalism's War on Higher Education. Chicago: Haymarket Books.
https://eua.eu/downloads/publications/trends-2018-learning-and-teaching-in-the-european-higher-education-area.pdf (accessed: 12.11.2019).
https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf (accessed: 12.11.2019).
https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E (accessed: 12.11.2019).
Kuh, G.D. (2019). Why Skills Training Can't Replace Higher Education. Harvard Business Review. Retrieved from: https://hbr.org/2019/10/why-skills-training-cant-replace-higher-education?utm_medium=social&utm_campaign=hbr&utm_source=linkedin (accessed: 15.11.2019).
Macioł, S. (2012). Kwalifikacje i kompetencje absolwentów szkół wyższych - perspektywa pracodawców. Nauka i Szkolnictwo wyższe 1(39)/2012: 34-54.
Moon, J., Orlitzky, M. (2011). Corporate social responsibility and sustainability education: A trans-Atlantic comparision. Journal of Management and Organization, 17: 583-603.
Mulder, M., Weigel, T., Collins, K. (2006). The concept of competence concept in the development of vocational education and training in selected EU member states. A critical analysis. Journal of Vocational Education & Training, 59: 65-85.
Nantl, J., Černikovsky et. al. (2010). National Qualification Framework Tertiary Education in the Czech Republic, Prague: Ministry of Education, Youth and Sports.
OECD (2018). The future of education and skills. Education 2030.
Oria, B. (2012). Enhancing higher education students' employability: A Spanish case study. Journal of Technology Management and Sustainable Development 2012/11(3): 217-230.
Paris Communiqué (2018, May 25th). Retrieved from: http://www.ehea.info/media.ehea.info/file/2018_Paris/77/1/EHEAParis2018_Communique_final_952771.pdf (accessed: 12.11.2019).
Sá, M.J., Serpa, S. (2018). Transversal Competences: Their Importance and Learning Processes by Higher Education Students. Educ. Sci., 8: 126.
Szerląg, A. (Ed.) (2009). Kompetencje absolwentów szkół wyższych na miarę czasów. Wybrane ujęcia. Wrocław: Atut.
Teichler, U. (2003). The future of higher education and the future of higher education research. Tertiary Education and Management, 9(3): 171-185. DOI: 10.1080/13583883.2003.9967102
Ten Dam, G.T.M., Volman, M.L.L. (2007). Educating for adulthood or for citizenship: social competence as an educational goal. European Journal of Education, 42(2): 281-298.
United Nations (2015). Resolution adopted by the General Assembly on 25 September 2015: Transforming our world: the 2030 Agenda for Sustainable Development.
University of Bremen, Institute Technology and Education ITB (2019). Country report - Germany. Retrieved from: http://dasche.eu/system/files/publikacje/country%20_report_Germany.pdf (accessed: 14.08.2019).
Walker, M., McLean, M. (2013). Professional education, capabilities and the public good: The role of universities in promoting human development. Abingdon, NY: Routledge.
Weinert, F.E. (2001). Concept of competence: A conceptual clarification. In: Salganik D.S., Defining and Selecting Key Competencies. Seattle: Hogrefe & Huber: 45-65.