ISSN 2411-9598 (Print) ISSN 2411-4103 (Online) European Journal of Language and Literature Studies May-August 2016 Volume 2 Issue 2 30 Competence - Based Learning in the Romanian Higher Education: Perceptions from the Inside Adela Coman -Associate professor- The University of Bucharest, Romania Catalina Bonciu -Professor- The University of Bucharest, Romania Abstract This study aims to address the problem of competencies offered by the Romanian universities, from the perspective of the players interested in them and present on the labor market: post-university graduates and employers, as competencies’ beneficiaries. We started from the premise that postgraduate studies can make a difference in a changing labor market, and the Master specializations offered by the Romanian universities can provide the competencies required by the employers, particularly in the business world. Our exploratory research aimed mainly to clarify the following aspects: the perception of post-university graduates on the competencies acquired and the perceived level of these competencies; if there is a link between the postgraduate programme and the job currently held by the graduate; if graduates are satisfied /dissatisfied with their job and what is the main reason for satisfaction / dissatisfaction; if the competencies provided by the university coincide with the competencies required by the employer. The results of the research showed that there are categories of competencies perceived to be deficient, both by graduates and employers. However, the graduates declare that, broadly, they are satisfied with their jobs, the reasons not being linked, in most cases, with their level of competence. Keywords: competencies, human capital, postgraduate studies, suitability Introduction The transformation of all European higher education systems during the recent years has been characterized by an increase in the number of students in undergraduate and graduate courses, the introduction of policies and procedures for quality assurance in higher education and adapting the university curriculum to the requirements of the new economy and of the labor market. These transformations have led to the restructuring of the higher education model. One of the most important trends was the shift from the traditional model based on transmitting information to a model which supports the development of competencies and a more active involvement of the student.The introduction of a competency-based approach in defining the outcomes of education is probably the most important feature of the university reform, and is closely linked to the need of increasing the students’ employability. An individual is considered employable if he/she proves to have enough professional skills/competencies required by the labor market or by the changes which occur at the job, where these competencies are capitalized (Villa, Garcia Aracil, Mora, 2007). The notion according to which enterprises need well trained graduates who also possess a set of basic competencies (e.g. teamwork, initiative, problem-solving) which allows them to adapt to change, has become increasingly important. Yet this process has neither been easy, nor has it been simple, due to the confusion arisen with regard to what needs to be taught, the manner in which knowledge should be transmitted and how it should be evaluated (Green, Hammer, Star, 2009).