Testing a Model of Competence-based Teaching

The concept of competence has been, and still is, one of the most controversial issues during the process of restructuring the university studies within the European Higher Education Area (EHEA). This is not surprising as the concepts creating greater controversy are the most complex ones but at the same time, they are the most interesting and innovating ones. Those concepts encourage debate and equally they bring changes and improvements to the knowledge field (Mora,2011, Salaburu, Haug, Mora, 2011; Teichler, 2011, Perrenoud, 2012,)