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Tuning Educational Structures in Europe

J. González, R. Wagenaar
01 Jan 2003-pp 70-96
Abstract: 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:

Content maybe subject to copyright    Report

Tuning Educational
Structures in Europe
Tuning Educational
Structures in Europe
Informe Final
Fase Uno
Editado por
Julia González
Robert Wagenaar
2003
Universidad de Universidad de
Deusto Groningen
El Proyecto Tuning fue financiado por la Comisión
Europea en el marco del Programa Socrates.
Esta publicación refleja los puntos de vista solo de los
autores, y la Comisión Europea no puede asumir res-
ponsabilidades por ningún uso que se haga de la infor-
mación contenida en el presente libro.
Los editores quieren expresar su gratitud a los Asistentes
del Proyecto Tuning Robert Alcock, Pablo Beneitone, Almu-
dena Garrido e Ingrid van der Meer por su dedicación y
contribución significativa al proyecto. Particularmente,
quieren agradecer a Pablo Beneitone por la coordinación
de la edición de la presente versión en castellano.
Ninguna parte de esta publicación, incluido el diseño
de la cubierta, puede ser reproducida, almacenada o
transmitida en manera alguna ni por ningún medio, ya
sea eléctrico, químico, mecánico, óptico, de grabación
o de fotocopia, sin permiso previo del editor.
Publicación impresa en papel ecológico
© Universidad de Deusto
Apartado 1 - 48080 Bilbao
ISBN: 84-7485-892-5 (obra completa)
ISBN: 84-7485-893-3
Depósito legal: BI - 1.862-03
Impreso en España/Printed in Spain
Fotocomposición: IPAR, S. Coop. - Bilbao
Imprime: RGM, S.A.
Lista de Participantes
Coordinadores Generales
Julia González - Universidad de Deusto (ES)
Robert Wagenaar - Rijksuniversiteit Groningen (NL)
Miembros del Comité de Gestión y de Dirección
Expertos en Educación Superior
Chantal Zoller - Université Libre de Bruxelles (BE)
Volker Gehmlich - Fachhochschule Osnabrück (DE)
Maria Sticchi-Damiani - Consejero ECTS (IT)
Ann Katherine Isaacs - Università degli Studi di Pisa (IT)
Estela Pereira - Universidade de Aveiro (PT)
Stephen Adam - University of Westminster (UK)
Coordinadores de Area Temática
Peder Ostergaard —Coordinador del Area de Administración y Di-
rección de Empresas— Aarhus School of Business (DK)
Lars Gunnarsson —Coordinador del Area de Ciencias de la Educa-
ción— Göteborg University (SE)
Paul D. Ryan —Coordinador del Area de Geología— National Uni-
versity of Galway (IE)
Jean-Luc Lamboley —Coordinador del Area de Historia— Université
Pierre Mendès France, Grenoble, (FR)
Citations
More filters
Estrategias para aplicar metodologías del EEES en asignaturas con grupos grandes

[...]

Juan Ramón Pérez Pérez, María del Puerto Paule Ruiz
01 Jan 2007
TL;DR: The authors describe la experiencia de como se esta llevando a cabo el cambio metodologico in this contexto: que se ha tenido que adaptar desde los planteamientos generales, el esfuerzo llevado a caboing por los docentes and que conclusiones hemos obtenido para seguir realizando mejoras in la asignatura.
Abstract: Resumen Una de las cuestiones clave que abordan los planteamientos de EEES es el cambio de paradigma metodologico fundamentado en el alumno como protagonista de su propio aprendizaje. La gran mayoria de las propuestas y experiencias realizadas se encuadran en grupos de clase pequenos; sin embargo, nuestra asignatura tiene tres grupos de teoria con mas de 100 alumnos por grupo. En este articulo describimos la experiencia de como se esta llevando a cabo el cambio metodologico en este contexto: que se ha tenido que adaptar desde los planteamientos generales, el esfuerzo llevado a cabo por los docentes y que conclusiones hemos obtenido para seguir realizando mejoras en la asignatura.

1 citations

Cites background from "Tuning Educational Structures in Eu..."

  • ...[3] Julia González, Robert Wagenaar (editores)....

    [...]

  • ...Desde el punto de vista metodológico, se está defendiendo desde distintos trabajos, uno de los más destacados es el proyecto Tuning [3], un cambio de protagonismo en el proceso de enseñanza aprendizaje: el protagonista no es aquella persona que enseña, sino la que está aprendiendo....

    [...]

Proceedings Article•DOI•
Boosting employability through the use of Authentic Learning Scenarios

[...]

Àngels Fitó Bertran1, M.Jesús Martínez-Argüelles1, Dolors Plana-Erta1•
Open University of Catalonia1
05 Jul 2019-Headache
TL;DR: In this article, the authors introduced the Authentic Learning Scenarios (ALSC) attributes into a specific subject and tested its impact on students competence profile, finding that when the learning process includes authenticity, the students perception about their perfomance in the competence more relevant for the job market improves.
Abstract: Education for employability is one of the greatest challenge for Higher education institutions in Europe, but especially in Spain. The European Higher Education Area assumes that competence development becomes crucial to connect higher education curricula with evolving labour market demands. The Authentic Learning Scenarios foster the competence development bringing work experience to the formal learning. Considering that online learning methodologies seems to have a relevant role into a life long learning perspective to achieve authentic learning environments is a singular challenge. We have introduced the authentic learnig scenarios attributes into a specific subject and we have tested its impact on students competence profile. Apart from testing if the new subject design is effectively atuthentic, the findings show that when the learning process includes authenticity the students perception about their perfomance in the competence more relevant for the job market improves.

1 citations

Cites background from "Tuning Educational Structures in Eu..."

  • ...Competencies came into a dynamic point of reference that gives universities the necessary flexibility for them to address the demands of a changing society (Tymon,2013; Gonzalez & Wagenaar, 2003, 2005)....

    [...]

Proceedings Article•DOI•
Integrating generic competences in an engineering degree curriculum: the students' point of view

[...]

Carmen García-Berdonés1, Francisco David Trujillo-Aguilera1, Juan Carlos Tojar-Hurtado1•
University of Málaga1
02 Nov 2016
TL;DR: This paper presents the point of view of students from several Engineering Degrees about how some generic competences should be trained and how this is currently addressed and the obtained results allow us to narrow down the focus on the role of the degree in training competences and the need of assess student skills before changing the curriculum.
Abstract: Developing generic competences in bachelor degrees is not an easy task. In order to get a successful result, all actors in the teaching-learning process must agree in several topics, as the definition of each competence or the best approach for learning and evaluation. For this reason, the point of view of the students should be considered. This paper presents this point of view of students from several Engineering Degrees about how some generic competences should be trained and how this is currently addressed. Besides, self-perception of proficiency level in these generic competences has been assessed. We have used a survey methodology and the obtained results allow us to narrow down the focus on the role of the degree in training competences and the need of assess student skills before changing the curriculum. In a future work, these results will be contrasted with teachers' point of view in the framework of an overall research that is also briefly described.

1 citations

¿profesionales competitivos o competentes? i. visión curricular. competitive or competent professionals? i. curricular vision.

[...]

Jorge L. Alpízar
01 Jan 2008
TL;DR: This country focus for decades in a systematic transformation and improvement of professionals educational programs, tending to the constant elevation of the quality of these processes, accumulates significant experiences whose results recognized so much at national as internationally.
Abstract: Educational programs based on competences reach greater improvement and acceptance in curricular design processes; in modern companies, and Higher Education for Undergraduate and Postgraduate degree. Our country focus for decades in a systematic transformation and improvement of professionals educational programs, tending to the constant elevation of the quality of these processes; it accumulates significant experiences whose results recognized so much at national as internationally, stays aware of these advances.

1 citations

Cites background from "Tuning Educational Structures in Eu..."

  • ...Uno de lo elementos que se emplean en la actualidad para internacionalizar una visión curricular por competencias, lo constituye el objetivo de crear un espacio “donde no sólo los estudiantes en programas de intercambio puedan moverse con una mayor facilidad y calidad, sino donde también los profesionales puedan hacerlo” ((7))....

    [...]

Forming of social competence in the system of higher education of Russia

[...]

Yuri Vassilyevich Slessarev, Vassily Borisovich Moisseyev, Evgeniy Vladimirovich Vostroknutov
01 Jan 2014
TL;DR: Slessarev et al. as mentioned in this paper analyzed normative and legal state of the problem of professional education quality increase and proposed a methodology for forming of bachelors education social competence model in compliance with the goals and means for achieving results of competence professional training in higher professional education.
Abstract: Methodological base of forming of bachelors education social competence model in compliance with the goals and means for achieving results of competence professional training in higher professional education have been covered in the article. The author specially analyzes normative and legal state of the problem of professional education quality increase. Organization of competence professional training of graduating students in compliance with goals and means (methods) of achieving results of competence professional training in higher professional education. (Slessarev Y.V., Moisseyev V.B., Vostroknutov E.V. Forming of social competence in the system of higher education of Russia. Life Sci J 2014;11(12s):384-387) (ISSN:1097-8135). http://www.lifesciencesite.com. 82

1 citations

References
More filters
Journal Article•DOI•
Testing for Competence Rather Than for "Intelligence"

[...]

David C. McClelland1•
Harvard University1
01 Jan 1973-American Psychologist
TL;DR: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability, but what assumptions is the success of the movement based?
Abstract: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability. Intelligence and aptitude tests are used nearly everywhere by schools, colleges, and employers. It is a sign of backwardness not to have test scores in the school records of children. The Educational Testing Service alone employs about 2,000 people, annually administers Scholastic Aptitude Tests to thousands of aspirants to college, and makes enough money to support a large basic research operation. Its tests have tremendous power over the lives of young people by stamping some of them "qualified" and others "less qualified" for college work. Until recent "exceptions" were made (over the protest of some), the tests have served as a very efficient device for screening out black, Spanish-speaking, and other minority applicants to colleges. Admissions officers have protested that they take other qualities besides test achievements into account in granting admission, but careful studies by Wing and Wallach (1971) and others have shown that this is true only to a very limited degree. Why should intelligence or aptitude tests have all this power? What justifies the use of such tests in selecting applicants for college entrance or jobs? On what assumptions is the success of the movement based? They deserve careful examination before we go on rather blindly promoting the use of tests as instruments of power over the lives of many Americans.

3,404 citations

"Tuning Educational Structures in Eu..." refers background in this paper

  • ...7 McClelland 1973....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation. Introductory Paper for the UNESCO Expert Meeting Paris VAN DEN BERGHE, W. (1997). La calidad de la enseñanza y formación profesional en Europa: cuestiones y tendencias. CEDEFOP, Salónica. VARGAS, F.; CASANOVA, F. y MONTANARO, L. (2001). El enfoque de competencia laboral: manual de formación. Montevideo: Cinterfor. VILLA, Aurelio (2001). Marco pedagógico de la Universidad de Deusto....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects»....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation. Introductory Paper for the UNESCO Expert Meeting Paris VAN DEN BERGHE, W. (1997). La calidad de la enseñanza y formación profesional en Europa: cuestiones y tendencias. CEDEFOP, Salónica. VARGAS, F.; CASANOVA, F. y MONTANARO, L. (2001). El enfoque de competencia laboral: manual de formación. Montevideo: Cinterfor. VILLA, Aurelio (2001). Marco pedagógico de la Universidad de Deusto. WILLIAMS, Peter (2002). QAA. Council of Universties. Transparency for European Higher Education. Madrid. WRIGHT, P. (1995) Draft paper «Identifying the Notion of Graduateness» HEQC Quality Enhancement Group, London....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation....

    [...]

Book•
Medical Education in the United States and Canada: A Report to the Carnegie Foundation for the Advancement of Teaching

[...]

Abraham Flexner
10 Aug 2009

1,070 citations

Journal Article•DOI•
League Tables and Their Limitations: Statistical Issues in Comparisons of Institutional Performance

[...]

Harvey Goldstein1, David Spiegelhalter2•
Institute of Education1, Medical Research Council2
01 May 1996-Journal of The Royal Statistical Society Series A-statistics in Society
TL;DR: The paper emphasizes that statistical methods exist which can contribute to an understanding of the extent and possible reasons for differences between institutions and urges caution by discussing the limitations of such methods.
Abstract: SUMMARY In the light of an increasing interest in the accountability of public institutions, this paper sets out the statistical issues involved in making quantitative comparisons between institutions in the areas of health and education. We deal in detail with the need to take account of model-based uncertainty in making comparisons. We discuss the need to establish appropriate measures of institutional 'outcomes' and base-line measures and the need to exercise care and sensitivity when interpreting apparent differences. The paper emphasizes that statistical methods exist which can contribute to an understanding of the extent and possible reasons for differences between institutions. It also urges caution by discussing the limitations of such methods.

1,051 citations

Journal Article•DOI•
Effectiveness of problem-based learning curricula: theory, practice and paper darts.

[...]

Geoffrey R. Norman1, Henk G. Schmidt1•
McMaster University1
01 Sep 2000-Medical Education
TL;DR: Evidence is presented that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory‐based research.
Abstract: In a recent review article, Colliver concluded that there was no convincing evidence that problem-based learning was more effective than conventional methods. He then went on to lay part of the blame on cognitive psychology, claiming that 'the theory is weak, its theoretical concepts are imprecise. the basic research is contrived and ad hoc'. This paper challenges these claims and presents evidence that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory-based research.

723 citations

Book•
Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care

[...]

Kenneth M. Ludmerer
01 Jan 1999
TL;DR: Time to Heal as discussed by the authors provides a landmark account of American medical education in the twentieth century, concluding with a call for the reformation of a system currently handicapped by managed care and by narrow, self-centered professional interests.
Abstract: Already the recipient of extraordinary critical acclaim, this magisterial book provides a landmark account of American medical education in the twentieth century, concluding with a call for the reformation of a system currently handicapped by managed care and by narrow, self-centered professional interests. Kenneth M. Ludmerer describes the evolution of American medical education from 1910, when a muck-raking report on medical diploma mills spurred the reform and expansion of medical schools, to the current era of managed care, when commercial interests once more have come to the fore, compromising the training of the nation's future doctors. Ludmerer portrays the experience of learning medicine from the perspective of students, house officers, faculty, administrators, and patients, and he traces the immense impact on academic medical centers of outside factors such as World War II, the National Institutes of Health, private medical insurance, and Medicare and Medicaid. Most notably, the book explores the very real threats to medical education in the current environment of managed care, viewing these developments not as a catastrophe but as a challenge to make many long overdue changes in medical education and medical practice. Panoramic in scope, meticulously researched, brilliantly argued, and engagingly written, Time to Heal is both a stunning work of scholarship and a courageous critique of modern medical education. The definitive book on the subject, it provides an indispensable framework for making informed choices about the future of medical education and health care in America.

534 citations

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Diez nuevas competencias para enseñar

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Testing for Competence Rather Than for "Intelligence"

[...]

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