The rise and change of the competence strategy: Reflections on twenty-five years of skills policies in the EU

Abstract

The rise and change of the competence strategy: reflections on twentyfive years of skills policies in the EU Article (Accepted Version) http://sro.sussex.ac.uk Telling, Kathryn and Serapioni, Martino (2019) The rise and change of the competence strategy: reflections on twenty-five years of skills policies in the EU. European Educational Research Journal.

Social, health care and rehabilitation educators' competence in professional education—Empirical testing of a model

“…The measurement of learning outcomes in the context of social and health care education, which started from the perspective of knowledge, skills, and student attributes and later transformed into assessments of competence, has changed significantly over the last 25 years (Telling & Serapioni, 2019). The empirical model developed and tested for this study contains eight distinct areas of social, health care and rehabilitation educator competencies.…”

Citizenship-as-competence, what else? Why European citizenship education policy threatens to fall short of its aims

“…The rise of a competence-based approach to CE in policy language is in itself no new finding (Keating, 2014; Simons and Hodgson, 2012). It has long been promoted as part of a strategy for the harmonisation of educational outputs with standardisation and labour market demands at the EU level (Telling and Serapioni, 2019), which originally seems to have been mainly oriented towards higher education but has gradually permeated compulsory education as well. Citizenship, in this approach, seems to be more than ever closely linked to (formal) education, suggesting it is now education that equips young people with the required ‘toolkit’ of competences and thus governs the access to citizenship in our contemporary knowledge society (Keating, 2014).…”

“…However, since ‘competence(s)’ is a ubiquitous but, by nature, nebulous and context-dependent concept (Telling and Serapioni, 2019), this abundant attention to CE as promoting competence acquisition appears as ambiguous: the more policy calls for citizenship competence(s) in and through education in schools, the less it seems to pay attention to making explicit what is meant by these concepts. This contribution therefore presents a critical re-reading of a selection of recent ‘key’ European CE policy texts that build on this competence-based approach, and their use of the concepts of citizenship, education and their relationship.…”

Theoretical, practical and hybrid ex-academics: Career transfer stories

“…Following implementation of the Salzburg Principles, the European guidelines known as the Salzburg Recommendations (EUA, 2010) emphasised the need to support PhD candidates’ professional development in terms of transferable skills and the promotion of general public awareness of these skills (Telling and Serapioni, 2019). Awareness is a critical issue in Finland, as PhDs’ skills remain an unknown quantity outside the academic sector, and academics are commonly labelled ‘ ivory towerish ’ (Lam, 2010: 320; see also Fritsch and Krabel, 2012).…”