Los new bachelor degrees at the Spanish University generated as a result of the Bologna process have an impact on a new dimension: the generic skills to be acquired by university students. But how to align the development and assessment of these competences with the current teaching activity? This work sets out a model that allows this harmonisation with a minimum of “noise” and complementary effort by teachers. In the first proposed model, there is a selection and mapping of the competences to be incorporated into a curriculum. Skills are projected in the four months and subjects of the curriculum. The introduction of competences in the assigned subjects is done through the design of training, development and assessment of competence activities. The second component of the proposed model aims to coordinate the actions implementing the mainstreaming of competences under development both in space and in time. Finally, there is a set of activities aimed at carrying out the quality control of the proposed process. This model is being implemented in the two degrees awarded by the University of Informatics School of the Polytechnic University of Madrid during the academic year 2012/13. Coordination has been particularly difficult given the lack of experience and lack of knowledge in this field and the reluctance of some teachers to engage in this process. The model demonstrates a number of merits: flexibility, applicability, extensibility, universality, totality and economy. ABSTRACTDevelopment and assessment of generic competences on bachelor degreeThe new degrees in Spanish University, generated as a result of the Bologna process, affect a new dimension: the generic competences to be met by university students. But, how can we harmonise the development and evaluation of competences with current teaching? This paper presents a model that satisfies the aforesaid harmonisation with minimum ‘noise’ and additional effort on the part of teachers. The proposed model first makes a selection and organisation of competences that are to be incorporated into a curriculum. The following is a projection of competences in the semesters and curriculum studies. The introduction of competences in the outcomes is driven out by designating activities of training, development and assessment. The second component of the proposed model is fostered on coordinating actions to implement the Transverse discussion of competences in both space and time. Finally, there are a set of activities to realise quality control of the proposed process. This model is implemented in two degrees taught by the School of Computer Science at the Polytechnic University of Madrid during the year 2012/13. Coordination has been particularly diffidant about the lack of experience and lack of knowledge in this field and the reluctance of teachers to engage in this process. The model shows severe advantages: flexibility, applicability, extensibility, universality, comprehensiveness and economy.