This paper addresses the challenges resulting from the design and implementation of a modular, flexible curriculum of computer science. It is intended to share the processes and structures that are being employed in order to cooperatively approach desired qualities and qualifications. In addition, the paper shares goals, strategies, and experiences during implementation of the active curriculum. It aims to bridge the gap between predefined, assessable qualification criteria on the one hand and learner-centered, situated, emergent qualities/factors of competence on the other hand. Initial results can be traced in fields such as community building, explicit awareness of generic competences, common vocabulary, educators' interest, and organizational interest. (Contains 6 figures.)