Objective:

This article belongs to a series of papers about competency-based education. This one aims at outlining the theoretical framework and the corresponding antecedents from the beginning, together with the main obstacles facing university education in competency professional education.

Methods:

To characterize the antecedents of competency-based education at the university the analysis-synthesis, induction-deduction and concrete-abstract methods were used.

Results:

The study reveals theoretical and methodological inconsistencies by examining the evolution of competency-based education, particularly the paper accounts for the introduction to a deeper analysis of current curricula and the teaching practice.

Conclusions:

The challenge of improving university education demands a change of current approaches, a truly competency-based oriented perspective, and the corresponding sound knowledge of epistemological grounds on the part of the professor staff.

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