Academic journal article Journal of Research in Gender Studies

Contribution to Gender Studies for Competences Achievement Stipulated by National Qualifications Framework in Higher Education (Nqfhe)

Academic journal article Journal of Research in Gender Studies

Contribution to Gender Studies for Competences Achievement Stipulated by National Qualifications Framework in Higher Education (Nqfhe)

Article excerpt

1. Gender studies graduate opportunities in the labor market. National and international legal framework of higher education qualifications

The extent of international research and concerns for gender studies are increasingly supported by employment. The main positions required are: trainer for women's NGOs and human rights advisor for the development of anti-discrimination programs, curriculum reform programs on gender, women's theories, social policy, gender and social welfare specialist / manager to improve processes in health and safety inspector at work, school mediator, innovation manager, trainer etc. In Appendix 1, 20 positions are exemplified further as listed in Occupations Code of Romania (COR), occupations that can be achieved after graduation of gender studies, regardless of the level and program: Bachelor, Master, Ph.D. Skills required by these new qualifications are the main challenge of training / retraining the European workforce in the current context of globalization. Thus, at the level of the European Union, the Lisbon Strategy and Bologna Process, the main objectives are to reform and even transform the higher education systems. They begin to be increasingly flexible, coherent, transparent and, above all, more open to the needs and challenges of globalization in contemporary society. The U.S. was one of the countries that was highly concerned with implementing gender studies: the universities were allocated special budgets and staff for "Women's Studies." Today, "Gender Studies" are an essential part of training / retraining, even if the entire field of science has not been yet transformed.

Recently, the national qualifications framework in higher education (NQFHE) was founded in Romania as a single instrument to establish the structure and provide national recognition of qualifications, compatibility and comparability of international qualifications acquired in the higher education system. Through them, all the learning outcomes acquired in higher education system (education cycles bachelor, master and Ph.D.) can be recognized, measured, and related, thus ensuring consistent qualifications and certificates. In this context, in Romania, the description of qualifications in higher education should take the following steps:

1. Description of field / program of study skills and transversal competencies.

2. Identification for each program of study the correlations between skills, content areas, fields of study and credits of the latter.

3. Curriculum development of the study program in accordance with the competencies that define the qualification.

4. Develop discipline sheets in accordance with the curriculum and competencies that define the qualification.

"Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning" in the EU Official Journal C 111 of 6 May 2008 (2008 / C 111/01, Annex 1) clarifies through concise definitions the key concepts that operate at EU level. These key concepts are taken and used in the Methodology for the Implementation of National Qualifications Framework in Higher Education (NQFHE) namely: training, learning outcomes, knowledge, skills and competence. Skills are classified into two categories: professional competencies and transversal competences.

The professional competence means the proven ability to select, combine and use the appropriate knowledge, skills and other acquisitions (values and attitudes) in order to successfully solve a particular category of work or learning situations, proper to the respective profession in order to achieve effectiveness and efficiency.

Transversal skills are those skills that transcend a particular area, for example a program of study with a cross-disciplinary nature. These include teamwork skills, oral and written communication skills in their mother tongue / foreign information and communication technology, problem solving and decision making, recognition and respect for diversity and multiculturalism, learning autonomy, initiative and entrepreneurship, opening to lifelong learning, and development of values and ethics, etc. …

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