| Title |
The European conception of the university knowledge within the Bologna-initiated competence-based curriculum modernisation: repercussions at the national policy level in Estonia and Lithuania / |
| Authors |
Petkutė, Rūta |
| DOI |
10.5755/j01.eis.0.10.14534 |
| Full Text |
|
| Is Part of |
European integration studies.. Kaunas : Kaunas University of Technology. 2016, No. 10, p. 52-62.. ISSN 1822-8402. eISSN 2335-8831 |
| Keywords [eng] |
knowledge economy ; European higher education policy ; reform ; Bologna ; university ; curriculum knowledge ; competence–based curriculum ; competence ; skill ; Lithuania ; Estonia |
| Abstract [eng] |
The European ‘knowledge economy’ policies and higher education policies and reforms associated with the Bologna process, as largely driven by efficiency concerns, have continually stressed the failures of European universities to meet efficiency targets. This has provided the justification for a radical European–wide modernisation of the higher education curriculum which has uniformly introduced a competence (outcomes)–based curriculum rationale to all European universities as a strategic device to enhance the efficiency and relevance of the university curriculum. Within the competence–based curriculum rationale, competence has been designated as a major component within the university curriculum, whereas knowledge, traditionally being the main educational category of the university curriculum and a fundamental pillar of the university research, has been increasingly given a scarce mention in the European policy documents despite the common European policy discourse on the ‘knowledge economy’ and ‘knowledge society’ and a new prominence of knowledge that these notions imply. Accordingly, the European assumptions about the nature of the university curriculum knowledge have had significant implications for the way university knowledge and the role of university have been defined at the national policy level in the light of the curriculum change. Thus, it becomes important to examine the explicit and implicit epistemological stances behind the Bologna–initiated competence–based curriculum modernisation and their repercussions throughout the national higher education policies. The aim of this paper is to examine the way the European assumptions about the nature of the university curriculum knowledge as implied within the Bologna initiated competence–based curriculum modernisation reverberate throughout the national higher education policies in Estonia and Lithuania. |
| Published |
Kaunas : Kaunas University of Technology |
| Type |
Journal article |
| Language |
English |
| Publication date |
2016 |
| CC license |
|
