The Rise and Change of the Competence Strategy: Reflections on Twenty-Five Years of Skills Policies in the EU

Autor/inn/en	Telling, Kathryn; Serapioni, Martino
Titel	The Rise and Change of the Competence Strategy: Reflections on Twenty-Five Years of Skills Policies in the EU
Quelle	In: European Educational Research Journal, 18 (2019) 4, S.387-406 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Telling, Kathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904119840558
Schlagwörter	Educational Policy; Public Policy; Competence; Foreign Countries; Political Influences; Correlation; History; Labor Needs; Outcomes of Education; Knowledge Economy; Competency Based Education; Personnel Selection; Economic Factors; Policy Analysis; European Union + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Öffentliche Ordnung; Kompetenz; Ausland; Political influence; Politischer Einfluss; Korrelation; Geschichte; Geschichtsdarstellung; Labour needs; Arbeitskräftebedarf; Lernleistung; Schulerfolg; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Personalauswahl; Personalentscheidung; Ökonomischer Faktor; Politikfeldanalyse
Abstract	The principal aim of this article is to provide a historical overview of 25 years of competence policy in the European Union, highlighting connections between past and current initiatives and outlining possible scenarios for the decade to come. The article presents the social investment turn in social policy as the critical political background against which the emergence of a competence strategy in European Union education policy should be analysed and understood. The competence strategy, it is argued, finds its roots in a renewed attention at the European Union level for harmonising educational outputs and labour market demands. While trying to produce a schematic history of the emergence and change of the competence strategy, the article does not seek to offer strict definitions of competence itself; instead, it conveys the nebulous and context-dependent nature of the concept. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01