Final Report Pilot Project - Phase 1

the learner, individually and in groups, in the preparation of relevantcontributions, presentations, organised feedback, etc.Besides, the shift in emphasis from input to output is reflected inthe evaluation of student performance, moving from knowledge as thedominant (even the single) reference to (include) assessment centredon competences, capacities and processes. This shift is reflected in theassessment of work and activities related to student developmenttowards pre-defined academic and professional profiles. This shift isalso shown in the variety of approaches to assessment (portfolio,tutorial work, course work…) being used, as well as in situationallearning. The use of competences and skills (together with knowledge)and the emphasis on outputs adds another important dimension thatcan balance the weight given to the length of study programmes.The definition of academic and professional profiles in degrees isintimately linked with the identification of competences and skillsand decisions on how students should attain them within a degreeprogramme. To reach this aim, the work of isolated academics is notsufficient. The issue needs to be approached in a transversal waythrough the curricula of a particular degree programme.Transparency and quality in academic and professional profiles aremajor assets in relation to both employability and citizenship, and theenhancement of quality and consistency as a joint effort should be apriority for the European Institutions. The definition of academic andprofessional profiles and the development of the fields of requiredcompetences, add quality in terms of focus and transparency, purpose,processes and outcomes.b) Development of the new paradigm of student-centred educationand the need to focus on the management of knowledgeA change is taking place in the teaching/learning paradigm, whereapproaches centred on the learner are becoming increasinglyimportant. The need to recognise and value learning could also be seenas having an impact on qualifications and on the building ofeducational programmes leading to degree qualifications. In thiscontext, the consideration of competences side by side with theconsideration of knowledge offers a number of advantages which arein harmony with the demands emerging from the new paradigm.This involves a move from teaching-centred to learning-centrededucation. Reflecting on the different aspects which characterise thistrend, the relevance of focusing on competences becomes apparent.The previous paradigm involved an emphasis on the acquisition and29