Higher Education in Sport in Europe: From Labour Market by Karen Petry, Karsten Froberg, Alberto Madella

By Karen Petry, Karsten Froberg, Alberto Madella

Larger schooling in activity has turn into a sizzling factor in Europe over the past ten years - not just is it now noticeable by means of many educators as a vital part of upper schooling, yet activity itself has develop into very important within the ecu political arena.''Higher schooling in game in Europe'' examines either points of activity in schooling opposed to the backdrop of the ecu schooling Reform technique, with a spotlight at the Thematic community undertaking: Aligning a ecu larger schooling constitution in recreation technological know-how - a 4 12 months venture that built instructions for destiny curricula in recreation training, well-being and health, activity administration, and actual schooling so one can confirm pan-European educational caliber in activities schooling

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Present/future: consider the current standard occupations, but also possible or potential future standard occupations. Standard occupations: identify the main standard occupations in the field, either the major one or several major ones. Specialisation levels: define levels of specialisation in the standard occupations of the area. Target groups: define the standard occupations according to the target groups and end users. Professional profile: define briefly the profile of each standard occupation Pathways 1: in each professional area, consider the pathways between several standard occupations or several levels of specialisation.

Froberg, K. & Madella, A. ) (2006). Thematic Network Project AEHESIS – Report of the Third Year. Cologne: IESF. European Education Policy and the Bologna Process in Sport 41 Petry, K. & Klein, G. (2005). Un Projet Thématique ERASMUS: Harmoniser les formations en sciences du sport en Europe. S No 313 (11-13). Paris. , Froberg, K. & Madella, A. ) (2004). Thematic Network Project AEHESIS – Report of the First Year. Cologne: IESF. , Froberg, K. & Madella, A. ) (2005). Thematic Network Project AEHESIS – Report of the Second Year.

Classification: consider the most and the least important activities defining a professional profile. Stakeholders: consider convergences and divergences in the professional profile definition according to the main stakeholders in the field. Third Process: Defining Curriculum Objectives a) Curriculum designer and/or developer’s strategy In the sport education sector, curriculum designers and/or developers, starting from a needs’ analysis of the target groups and end users, have to take into account the professional competencies expected in the labour market and orient the curriculum objectives accordingly.

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