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ences between second and third level are almost non-existent in the eyes of the academics and activists and very small but consistent for the graduates and students. This shows how strong the agreement is about what constitutes a good Gender Studies programme. That is why all people involved point systematically to the same competences to be learned in all three cycles. It would not make sense when a competence (e.g. # 7: knowing about interaction between gender and other forms of inequality) was taught only in the first cycle in Gender Studies because the second cycle students without first cycle training would not acquire this competency. Gender Studies courses are often attended by students enrolled in other programmes. Therefore, when designing Gender Studies programmes it is crucial to define exactly what Gender Studies will add to disciplinary backgrounds. The agreement on the importance of all specific competences will provide an important reference point in the development of such programmes, whether they consist of three consecutive complementing cycles, or only one or two cycles offering Gender Studies at an appropriate level.

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Gender Studies Tuning Brochure  

Tuning Educational Structures in Europe The name Tuning was chosen for the project to refl ect the idea that universities do not look for u...

Gender Studies Tuning Brochure  

Tuning Educational Structures in Europe The name Tuning was chosen for the project to refl ect the idea that universities do not look for u...

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