Abstract
Skills and employability are increasingly viewed as crucial issues in curriculum design and teaching, while simultaneously perceived as potentially detrimental to academic standards. This article comparatively analyses the current European employability agenda and how it was implemented in Britain and the Netherlands. In addition, this article critically reflects on the challenges and opportunities of integrating such an agenda into an EU study curriculum, by drawing on practical examples from the universities of Maastricht and Newcastle.
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Notes
Berlin Communique 2004, p. 4, available at http://www.bologna-bergen2005.no/Docs/00-Main_doc/030919Berlin_Communique.PDF
Adopted text see: http://www.bologna-bergen2005.no/EN/BASIC/050520_Framework_qualifications.pdf. For a preparatory report see http://www.bologna-bergen2005.no/Docs/00-Main_doc/050218_QF_EHEA.pdf
For a comprehensive background of their origin, see A Framework for Qualifications of the EHEA, available at http://www.ehea.info/Uploads/Articles/050218_QF_EHEA.pdf
There is a second framework for Scotland to recognise their different education system.
Generic intellectual skills are defined as being able to: ‘gather, organise and deploy evidence, data and information from a variety of secondary and some primary sources; identify, investigate, analyse, formulate and advocate solutions to problems; construct reasoned argument, synthesise relevant information and exercise critical judgement; reflect on their own learning and seek and make use of constructive feedback; manage their own learning self-critically; recognise the importance of explicit referencing and the ethical requirements of study which requires critical and reflective use of information and communications technology in the learning process’ (QAA, 2007: 7).
Personal transferable skills are defined as being able to: ‘communicate effectively and fluently in speech and writing; use communication and information technology, including audiovisual technology, for the retrieval and presentation of information, including, where appropriate, statistical or numerical information; work independently, demonstrating initiative, self-organisation and time management, progressing through the degree programme to become a mature, independent learner; collaborate with others to achieve common goals through, for example, group work, group projects, group presentations, etc.’ (QAA, 2007: 7).
Newcastle University's Graduate Skills Framework: http://www.ncl.ac.uk/quilt/assets/documents/str-gsf-framework.pdf
Detjen (2002) distinguishes in his reflections on democratic and civic education between cognitive competence (knowledge about politics), procedural competence (combining knowledge with competence to realise how to impact political process, how to formulate own political goals and defend them with clearly structured argumentation) and habitual competences (recognising the importance for the rule of law, fairness and other salient concepts). Subsequently, he develops four different types of citizens: (1) Politically not interested citizen; (2) Reflective observer; (3) Intervention-able citizen; (4) Political elite = active citizen.
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maurer, h., mawdsley, j. Students’ Skills, Employability and the Teaching of European Studies: Challenges and Opportunities. Eur Polit Sci 13, 32–42 (2014). https://doi.org/10.1057/eps.2013.34
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DOI: https://doi.org/10.1057/eps.2013.34