Competences of the university teachers. Examples of good practices

Abstract

According to Europe 2020 Strategy, in 2017, the Commission published „A renewed EU agenda for higher education”, which made education and skills a priority of European cooperation. It focuses on four priority areas: tackling future skills mismatches and promoting excellence in skills development; building inclusive and connected higher education systems; ensuring higher education institutions contribute to innovation; supporting effective and efficient higher education systems. The communication seeks to emphasize the essential role of the university in achieving sustainable development at the global, European and national level. We mainly consider the strategic documents of the European Union. From this perspective, the paper will emphasize examples of good practices around the world regarding the training and development of competences for university teachers that are in line with these new requirements. Based on proposals made by Louvain Learning Lab (Louvain-la-Neuve University, 2005), the communication develops the content of 10 basic competences of the university teaching activity, in order to focus the educational steps on the formation of professional and transversal competences. We also argue the need for the involvement of universities in the process of initial and continuous training of university teachers.