The development of graduates' social competences: The case studies from four European universities in the context of higher education public policy in Poland, Germany, Latvia and the Czech Republic; The outcomes of the Erasmus+ DASCHE project.

Autor/inn/en	Brdulak, Jakub; Lewicki, Jacek; Beseda, Jan; Kühn, Ida Kristina; Meyne, Lisa; Kinta, Gunta; Labunskis, Edmunds
Titel	The development of graduates' social competences: The case studies from four European universities in the context of higher education public policy in Poland, Germany, Latvia and the Czech Republic; The outcomes of the Erasmus+ DASCHE project. Gefälligkeitsübersetzung: Rozwój kompetencji spolecznych absolwentów. Studia przypadków z czterech europejskich uniwersytetów w kontekscie polityki publicznej szkolnictwa wyzszego w Polsce, Niemczech, Lotwie i Czechach.
Quelle	In: Studia z Polityki Publicznej, 7 (2020) 1, S. 99-120 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2719-7131
DOI	10.33119/KSzPP/2020.1.5
Schlagwörter	Bildungspolitik; Soziale Kompetenz; Engagement; Hochschulbildung; Universität; Bologna-Prozess; Europäische Union; Deutschland; Lettland; Polen; Tschechische Republik
Abstract	The Bologna Process indicates that preparation for living as active citizens in a democratic society is one of the main purposes of higher education. Moreover, other relevant European strategies postulate that social competences development in HE graduates as well as the European Qualifications Framework should comprise the pillar of 'competences: autonomy and responsibility'. The United Nations and OECD emphasise the role of education and developing social competences, too. Higher Education Institutions' (HEIs) educational mission involves the transfer of knowledge and skills, as well as shaping the social competences of students. This article aims to show good practices in the development of students' social competences by different HEIs. Based on the cases the findings were formulated that the development and assessment of social competences in HEIs is possible, however, one standardised solution cannot be developed. Diversity is crucial in the presented programmes. Our main recommendation is to create room for debates about social competences in the researched countries and in the whole EHEA.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2021/4