Global generic competences with local ownership: a comparative study from the perspective of graduates in four world regions

Abstract

Abstract:The article addresses the issue of generic competences across different cultural contexts in the world. Using the Tuning projects data collected in Europe, Latin America, Africa and Russia, and focusing on graduates´ perspective, the authors aim to classify and compare the list of generic competences throughout all geographic regions covered by Tuning, analyse the importance and achievement given to the generic competences throughout different contexts, and also contrast the latent constructs obtained from the exploratory factor analysis, in order to observe how competences are classified and clustered across regions. The article shows and explains the main differences observed and stresses the relevance of taking into account the cultural context and the traditions of education systems, in order to properly understand the importance of generic competences in different regions, and also how, even though the competences are equivalent, they may articulate distinctive dimensions in each region.

Agency, Expertise and Working Life Skills - Students’ Conceptions of the Generic Competences Required in the World of Work

“…Thus, contemporary educational practices should also advocate the development of intercultural competence (Cajander et al, 2012) e.g., to collaborate effectively and appropriately in intercultural situations (Deardorff, 2006). Still, few studies list individual competences based on educational structures with emphasis on the subject area level, that is the content of studies, like in The Tuning project, where the data is collected from both HE Graduates and Employees (Beneitone & Bartolomé, 2014). The Tuning Project has been following the development of the generic competences required following the initial stages of the Bologna Process (European Commission, 2020).…”

“…The Tuning Project has been following the development of the generic competences required following the initial stages of the Bologna Process (European Commission, 2020). The Project distinguishes three types of generic competences: instrumental, interpersonal and systemic and introduces the 16 global generic competences (Beneitone & Bartolomé, 2014, 60- Commitment to environmental conservation Beneitone and Bartolomé (2014) discuss these competences in terms of importance, achievement and capacity gaps in Europe. They advise to pay attention to the complete picture of combination of elements, relevance of the context and global trends.…”

Graduate generic competences from the perspective of VNU employers

“…The term 'competences' are often used interchangeably with 'generic skills', 'generic graduate attributes', 'skills', and, to some degree overlap in meaning (Beneitone & Bartolomé, 2014, p. 304;Fallows & Steven, 2000;Hager & Holland, 2007). They all relate to the person and to what he/she is able to achieve, but also have more specific meanings (Beneitone & Bartolomé, 2014). Among these terms, 'skill' is probably the most frequently used term, with the meaning of being able, capable or skilful.…”

“…These global generic competences were then organized around factors that respond to regional logic (Beneitone & Bartolomé, 2014 The thirteen generic competences of Tuning Asia -South East Project (TASE) are:…”

La internacionalización de la Educación Superior. Análisis del caso Proyecto Alfa Tuning América Latina

“…En la primera fase del proyecto Tuning América Latina (2004)(2005)(2006)(2007) En ambas fases se trabajó con una metodología que contribuyó a diseñar, desarrollar, aplicar y evaluar los programas de estudio en la región, siempre protegiendo la diversidad de la Educación Superior latinoamericana con el foco la calidad, efectividad y transparencia (Beneitone & Bartolomé, 2014). (González Wagenaar, & Beneitone 2004).…”