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The analysis of the historical development of the relationship between education and employment in Europe during the second half of the 20th century has been characterized by mismatches of its evolution. These were determined by the expansion of higher education and its gradual subordination to economic interests and the European market. The improvement in qualifications, competency model development, the focus on the employability of graduates and strengthening the economic education function are the central axis of the current political discourse described in the ET2020. The Member States and European institutions have presented the competences as the solution of the incipient EEES to the dynamic and changeable European social and labor context, replacing the traditional models. However, some theoretical limitations of the competences approach can be determined in relation to the EEES, the ET2020, economy and employment, essentially due to the subjection of the other key functions to those of economy and labor. Ultimately, responsibility and the necessary responses are directed to and derived from higher education and the individual is made responsible. However alternatives and solutions should come from the other side of the binomial

Theoretical Limitations of the Competence Approach in the Relationship between Education and Employment in the European Context