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1
Catalogue
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- Comité des Ministres
- Assemblée parlementaire
- Congrès
- Droits de l'homme
- Droits de l'homme et démocratie
- Droit des enfants et droit de la famille
- Les institutions démocratiques en action
- Minorités
- Dossiers sur les droits de l'homme
- Charte sociale européenne
- Cahiers de la Charte Sociale
- Egalité entre femmes et hommes
- Cour européenne des droits de l'homme
- Commissaire aux droits de l'homme
- Commission européenne des droits de l'homme
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Newsletter
PDF - Higher education for modern societies: competences and values (Council of Europe higher education series No.15) (2010)
Developing learners' competence is an important part of the mission of higher education. The kind of competences that higher education should develop depend on what we see as the purposes of higher education. The term "converging competences" points to the need not only to train individuals for specific tasks, but to educate the whole person. Education is about acquiring skills, but also about acquiring values and attitudes. As education policies move from an emphasis on process to a stronger emphasis on the results of the education processes, learning outcomes have come to be seen as an essential feature of policies both in Europe and North America.This book explores the roles and purposes of higher education in modern, complex societies and the importance of competences in this respect. Although public debate in Europe could give the impression that the sole purpose of higher education is to prepare for the labour market, this important role is complemented by at least three others: preparation for democratic citizenship, personal development and the development of a broad and advanced knowledge base. This work draws on the experiences in both Europe and North America to underline that the discussion is not in fact about which of these different purposes is the "real" one; they are all important, and they coexist.
Preface
A word from the editors
I. Higher education in and for modern society
Converging for diversity and democracy: a higher education
Can European higher education meet global challenges?
New challenges to higher education: managing the complexities of a globalised society
Multilingualism, multiculturalism and autonomy
Internationalisation of higher education: a perspective beyond economics
II. Higher education for democracy and dialogue
Higher education and sustainable democracy: policies and practice in Montenegro
Promoting universal values in the face of societal change
Universities and communities collaborating on democracy
Higher education for dialogue
III. Converging competences
Competences, learning outcomes and convergence
Competences, learning outcomes and convergence: a case study - University College Cork
Translating converging competences into the reality of teaching, learning, research and life at higher education institutions
Converging competences: diversity, higher education and sustainable democracy
Editors and authors
Appendix - Statement by the Steering Committee for Higher Education and Research (CDESR) on the contribution of higher education to intercultural dialogue (2006)
Télécharger un extrait (1000)
Developing learners' competence is an important part of the mission of higher education. The kind of competences that higher education should develop depend on what we see as the purposes of higher education. The term "converging competences" points to the need not only to train individuals for specific tasks, but to educate the whole person. Education is about acquiring skills, but also about acquiring values and attitudes. As education policies move from an emphasis on process to a stronger emphasis on the results of the education processes, learning outcomes have come to be seen as an essential feature of policies both in Europe and North America.This book explores the roles and purposes of higher education in modern, complex societies and the importance of competences in this respect. Although public debate in Europe could give the impression that the sole purpose of higher education is to prepare for the labour market, this important role is complemented by at least three others: preparation for democratic citizenship, personal development and the development of a broad and advanced knowledge base. This work draws on the experiences in both Europe and North America to underline that the discussion is not in fact about which of these different purposes is the "real" one; they are all important, and they coexist.
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