Currently, there is still debate about the importance of working based on competencies at higher education levels in some countries, but there are some positive arguments that encourage this model to be taken into account in higher education.

This seeks to guide learning according to the challenges and problems of social, community, professional, organizational and disciplinary-investigative contexts, through problem studies, behavioral records and process analysis, always contemplating human development and the essential needs of people, thereby allowing the acquired learning, evaluation and teaching to have a different meaning, beyond the usual.

This is divided into two, the first part is the evaluation of the quality of performance of educational quality through seeking that the competencies formalize the knowledge and expected performances since the competencies provide central elements that are in the management line. The second part refers to the competency approach that gives us a series of elements to manage quality such as, for example, having clear criteria, systematizing, regulating information, conducting audits, among others.

It is based on competencies that are becoming international educational policy, with conceptual and methodological contributions to competency by researchers as competency-based training has been proposed as a key policy for higher education.

The competency approach is a key point to seek mobility in students and teachers. researchers and professionals, and this will be between various countries, which seeks articulation with credits that allows recognition of prior learning and experience since the competencies facilitate mobility between institutions in the same country and between the different cycles of education represented in minimum learning agreements.

The competencies indicated on the opposite lower side of the scale are: leadership capacity; understanding the customs and cultures of other countries; knowledge of a second language; the ability to communicate with experts from other fields; the ability to work in an international context and the ability to work with an interdisciplinary team.

Tuning distinguishes three types of generic skills:

Competence is an approach to education and is defined as one or several processes where it performs appropriately in certain contexts, integrating different knowledge and skills, for example; (knowing, knowing how to do, knowing how to know, and knowing how to live together or relate) to be able to cope with day-to-day activities and goals, contributing to personal development.

Classification.

There are several ways to classify competencies, the two broadest being two: differentiating competencies, which focus on how a person can perform better than others under the same preparation circumstances, and threshold competencies, which are based on how a person performs a task. Other proposed classifications are the key or essential competencies in an organization (core competencies). It is about collective learning within a company or organization; these skills are used to compete in a branch within the same market. They can also be classified as labor and professional. Labor skills are those that are learned through technical studies, while professional skills are given exclusively by having completed higher education studies, they are more flexible and broad and it is easier to solve more complex problems. And finally, the most extensive and general classification is the following: Basic competencies, Generic competencies, Specific competencies and Key competencies.

Currently, there is still debate about the importance of working based on competencies at higher education levels in some countries, but there are some positive arguments that encourage this model to be taken into account in higher education.

This seeks to guide learning according to the challenges and problems of social, community, professional, organizational and disciplinary-investigative contexts, through problem studies, behavioral records and process analysis, always contemplating human development and the essential needs of people, thereby allowing the acquired learning, evaluation and teaching to have a different meaning, beyond the usual.

This is divided into two, the first part is the evaluation of the quality of performance of educational quality through seeking that the competencies formalize the knowledge and expected performances since the competencies provide central elements that are in the management line. The second part refers to the competency approach that gives us a series of elements to manage quality such as, for example, having clear criteria, systematizing, regulating information, conducting audits, among others.

It is based on competencies that are becoming international educational policy, with conceptual and methodological contributions to competency by researchers as competency-based training has been proposed as a key policy for higher education.

The competency approach is a key point to seek mobility in students and teachers. researchers and professionals, and this will be between various countries, which seeks articulation with credits that allows recognition of prior learning and experience since the competencies facilitate mobility between institutions in the same country and between the different cycles of education represented in minimum learning agreements.

The competencies indicated on the opposite lower side of the scale are: leadership capacity; understanding the customs and cultures of other countries; knowledge of a second language; the ability to communicate with experts from other fields; the ability to work in an international context and the ability to work with an interdisciplinary team.

Tuning distinguishes three types of generic skills:

Competence is an approach to education and is defined as one or several processes where it performs appropriately in certain contexts, integrating different knowledge and skills, for example; (knowing, knowing how to do, knowing how to know, and knowing how to live together or relate) to be able to cope with day-to-day activities and goals, contributing to personal development.

Classification.

There are several ways to classify competencies, the two broadest being two: differentiating competencies, which focus on how a person can perform better than others under the same preparation circumstances, and threshold competencies, which are based on how a person performs a task. Other proposed classifications are the key or essential competencies in an organization (core competencies). It is about collective learning within a company or organization; these skills are used to compete in a branch within the same market. They can also be classified as labor and professional. Labor skills are those that are learned through technical studies, while professional skills are given exclusively by having completed higher education studies, they are more flexible and broad and it is easier to solve more complex problems. And finally, the most extensive and general classification is the following: Basic competencies, Generic competencies, Specific competencies and Key competencies.