In this paper, we present and reflect on the results of a piece of research work that aims to delineate the contribution that Philosophy of Education can make to the Education in Competences Model that is being used to build up the European Higher Education Area (EHEA).We have asked Lecturers and students of different Faculties of Education in Spain, what kind of learning outcomes and competences they consider more relevant for future educators, are among them, which ones can be acquired or are more closely related to the theoretical subjects, as Philosophy/Theory of Education, Moral Education, etc. The construction of the EHEA has been shaping university policies in European countries over the last years, leading to unprecedented reforms in the University Systems. We are not just facing one more change in the curriculum, but the transformation of Higher Education institutions into a new kind of University. Hence it is necessary to reflect on the nature, goals and structure of the University in order to put into context the proposals that aim to adapt them to the needs of the Third Millennium.However, this is not an exclusively European interest, for international studies and analysis have long demanded that Universities should be equipped to meet the expectations of today's knowledge-based society, and to answer the demands of the present world order on the basis of: a. Lifelong learning, b.Universities as the driving force of economic growth, employment and productivity . It is generally accepted that the strongest differences in future societies will be marked not by what people have, but what they know ; thus education is recognised as the basic factor in achieving social inclusion and progress in society at any level. Hence the emphasis in all International Reports, on the idea that Universities should be closely connected with the market and employment, because they are the real driving force of economic development in every country.It is a priority to rethink the role of Higher Education in the context of the world economy, in which quality -along with the recognition of competences and qualifications, funding, equity of access to this level of education, mobility of students and teachers, research, etc.- is one of its key concepts. In this sense, training in competences, has become a main feature in the construction of the EHEA. It is a broad concept, which includes the set of necessary skills for performing a job and the capacity of transferring these skills and knowledge to new situations . In order to find out what a competence is, it is necessary to enumerate the actions that the agent should be capable to execute. A functional analysis of professional occupations will provide the list of competences required for that work . The Education in Competences model sees "competences" as "skills for entering the world of work", focusing on the job, without paying attention to the importance attributed to it for achieving a satisfactory personal life . In order to avoid this, it would be wise to broaden up the concept of work, taking into account that it is more than just an employment. "Preparation for life" -which is so often invoked as the purpose of education- is a much richer and all-embracing concept than "training for doing a job" and, in short, demands an axiological reflection to clarify the value we place on work in our lives .qualitative research, content analysis A proposal of the specific and generic competences that will enclose the theoretical subjects (Philosophy of Education/Theory of Education, Moral Education, etc.) in the educational degrees. Eurydice (2002) Key competences. Brussels: Eurydice. González, J.; Wagenaar, R. (2003) Running Educational Structure in Europe. Bilbao: Universidad de Deusto. Jover, G.; Fernández Salinero, C.; Ruiz Corbella, M. (2005) El diseño de titulaciones y programas ante la convergencia europea. En Esteban, V. (ed) El Espacio Europeo de Educación Superior. Valencia: ICE Universidad Politécnica de Valencia, 27 - 94 pp. Kwiek, M. (2004) The emergent European Educational Policies under scrutiny: the Bologna Process from a central European perspective. European Educational Research, 3: 4, 759 - 776. Ruiz Corbella, M. El EEES y las titulaciones de educación. Revista Interuniversitaria de Formación del Profesorado. n. 51, 61 - 79 pp. Villa, A.(2004) Libro Blanco Titulo de Grado de Pedagogia y Educación Social. Madrid: ANECA