Emergence and outlook of competence-based education in European education systems: an overview

Abstract

This contribution takes stock on the emergence of competence-based education in European Union (EU) countries. The article explains how economic constraints but also educational motives led educational policies and systems in the EU to shift to competence-based education. The related instructional frame and concepts are presented, as are the major EU-level initiatives. This article also highlights ways to be explored for further progress, especially in the fields of peer assessment, co-teaching and reflexive practice.

Keywords:

• co-assessment
• competences
• co-teaching
• EU education policy
• peer assessment
• reflective practice
• Tuning project