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 was 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).
Associated partners of the project were: The National Unions of Students in Europe (ESIB, Belgium), The European Council of Doctoral Candidates and Junior Researchers (ECURODOC, Belgium), Council of Higher Education of Latvia (Latvia), University of Cologne (Germany), Czech Rectors Conference (Czech Republic), The Students’ Parliament of the Republic of Poland (Parlament Studentów Rzeczypospolitej Polskiej, PSRP, Poland), The Conference of Rectors of Academic Schools in Poland (CRASP, Poland), The Polish Accreditation Committee (Polska Komisja Akredytacyjna, Poland), The National Representation of PhD Candidates in Poland (Krajowa Reprezentacja Doktorantów, KRD, Poland), The National Council for Science and Higher Education (Poland) and The Polish Rectors Foundation – Institute of Knowledge Society.
The DASCHE project lasted 35 months (September 2017 – July 2020).