(2011) GarcĆa Amilburu, MarĆa; Ruiz Corbella, Marta
The construction of the European Higher Education Area (EHEA) has shaped university policies in European countries over the last few years. Education is seen as the basic factor in achieving social inclusion and progress in society at any level; hence the emphasis on the idea that U Universities should be closely connected with the market and employment. Training in competences has become a main feature in what is now a new educational approach. In this article, we would like to criticise some aspects of the āCompetence Modelā typical of the Bologna Process and, in presenting the results of a research work carried out among Education university students and lecturers in Spain, we argue in favour of Philosophy of Education as a kind of practical knowledge that is unfortunately often absent from the curriculum of Educational Studies and Teacher's training.
