The Bologna Declaration The Bologna Declaration of June 1999 calls for the establishment by 2010 of a coherent, compatible and competitive European Higher Educatio n Area, attractive for European students and for students and scholars from other c ontinents. The European Education Ministers identified six action lines in Bologna an d they have added three more in Prague in May 2001 and one more in Berlin in September 2003:

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Tuning Educational Structures in Europe

The starting point for this research is an overview of 21st century society. Mobility has imposed itself as a culture in its own right, and the teacher is now expected to “know”, “to know how to”, “to know how to be” and “to know how to be there”. As has been repeatedly shown by a long and extensive body of research which has its inspiration in the Delors report (1996), this new vision of education obliges us to overcome the purely instrumental view, where education is seen as the necessary route for obtaining given results (practical experience, skill acquisition, economic objectives, etc), and move on to consider the role of education in the fullest sense; the realisation of the person, enabling the individual to become everything he or she wants to be. Competence development based on training programmes requires changes in teaching strategies, in curricular approaches and in the traditional roles assigned to teachers and pupils. In this article the basic components of competence based training will be described and analysed. In the first place we examine the establishment of competence norms, and then coninue by looking at the diagnosis of training needs. Following this we outline a teaching methodology –based on a learning process which is structured in training modules. Finally an evaluation, recognition and accreditation process – which may or may not lead to some form of certification –is described.

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Formación basada en competencias

La responsabilidad ciudadana y el compromiso social como valores asociados al desempeno profesional y por tanto, vinculados a la competencia del profesional constituyen el centro de atencion en el proceso de formacion que tiene lugar en las universidades en la actualidad que se expresa en la necesidad de transitar de una formacion tecnocratica a una formacion humanista. (Aldea, E. 2001), (Cortina, A. 1997), (Martinez, 1991,1997,2001), (PuigRovira, 1992, 1992a , 1993,1996) (Galdona, J. 2000), (Buxarrais, M.R. 1990,1991,1997), (Oser, F. 1992), (Ojalvo, V. y otros 2001), (Gonzalez, 1999,2000a ,2001), (Samaniego, J. 2001).

¿Qué significa ser un profesional competente? reflexiones desde una perspectiva psicológica

La manera de como los sistemas formativosestan abordando la competencia laboral difiere entre paises ydepende, en buena medida, de la evolucion que ha tenido elsector educativo en cuanto a incorporar aspectos de lo que seentiende por una formacion basada en competencias: laalternancia entre teoria y practica, la evaluacion a partir decriterios de desempeno en vez de conocimientos solamente, unavision integradora de las materias a ensenar, una manera flexiblede escalar y navegar entre los diferentes subsistemas y tipos deformacion, ritmos individualizados de avance y modalidades deformacion a la larga de la vida laboral, entre otros. Las diferentes formas de aproximacion yarticulacion de los sistemas formativos al sistema de competencialaboral se pueden clasificar

La gestión por competencia laboral en la empresa y la formación profesional

Tuning Educational Structures in Europe. Final Report – Pilot Project Phase 1

Se presentan el origen y la evolucion de las competencias laborales, los diferentes modelos y enfoques para definir las normas de competencias laborales. En el libro el autor recoge la experiencia europea, norteamericana, canadiense, australiana y mexicana.

Leonard Mertens

Papers

Competencia laboral : sistemas, surgimiento y modelos