It is now almost consolidated that the worlds of work and training move around the term competence. Several European policy papers, guidelines and implementing provisions [European Commission 2011; 2012; 2013] stress the need for students to acquire professionals, transversal and entrepreneurial skills in their courses of study. From the Bologna process (1999) onwards, universities are strongly encouraged to formulate and evaluate the training programs‘ outcomes in terms of skills, but the main challenge is played on the level of didactic activities that lecturers plan and implement in their classroom.
The Relevance of the Authentic Tasks Approach in Higher Education
Bevilacqua Alessia
2018-01-01
Abstract
It is now almost consolidated that the worlds of work and training move around the term competence. Several European policy papers, guidelines and implementing provisions [European Commission 2011; 2012; 2013] stress the need for students to acquire professionals, transversal and entrepreneurial skills in their courses of study. From the Bologna process (1999) onwards, universities are strongly encouraged to formulate and evaluate the training programs‘ outcomes in terms of skills, but the main challenge is played on the level of didactic activities that lecturers plan and implement in their classroom.
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