COLLATERAL LEARNING: LIMITS AND CHALLENGES OF COMPETENCY-BASED LEARNING

This research tries to analyze the acquisition and development of competencies in teaching-learning process within university contexts; therefore it contributes to a reflection regarding improvement in their application. Specifically, it analyzes the information provided by students in the first degree course of Social Education (N = 54) through two questionnaires. Moreover, data is triangulated and contrasted using discussion groups. In general, students assess very positively the degree of perception of the competencies acquired; however it is noteworthy that some of the competencies that were not planned for the semester received very high ratings, while other important competencies in our society were rated lower. We interpret the key role of the human factor or possibly the perceptions of students regarding competencies are biased. This is why we have coined the term "collateral learning".