Bologna Process indicates that preparation for life as active citizens in a democratic society is one of the main purposes of higher education. Also other relevant European strategies request for social competences of the HE graduates and European Qualifications Framework contains the pillar “competences: autonomy and responsibility”.
Including social competences into curricula and teaching/learning process is difficult. They are multidimensional, grasp under one name a variety of learning outcomes concerning ethical, cultural, group and civic oriented attitudes of learners; often being meta-competences, which cannot be seen independently from knowledge and skills. Higher education institutions and national level policy makers need assistance in designing, delivering and validating social competences of students. The systems of internal and external quality evaluation and assurance face the same difficulty, the ES&G for QA in EHEA do not provide sufficient guidance. The DASCHE project answers these needs and the results offer the model solution for the issue. It is aimed at supporting policy learning between countries and higher education institutions in curricula development, assessment and validation of social competences of students.
The project is implemented in partnership of Universitaet Bremen (Germany), Akademiskas Informacijas Centrs (Latvia), Centrum Pro Studium Vysokeho Skolstvi, V.V.I. (Czech Republic), University Of Durham (United Kingdom), Universiteit Twente (Netherlands), SGH Warsaw School of Economic (Poland, leader).
The DASCHE project will last 32 months (September 2017 – April 2020).