scispace - formally typeset
Search or ask a question

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
Planificar por competencias con enfoque intercultural

[...]

María Teresa Terrón-Caro, Rocío Cárdenas-Rodríguez
01 Jan 2012
TL;DR: In this article, the authors present the result of several years of educational innovation in the subject "Social education in the face of cultural diversity" which is taught in 2nd year of the degree course in Social Education and in the Dual Degree course in social education and social work at the University Pablo de Olavide, Seville.
Abstract: The experience presented in this paper includes the result of several years of educational innovation in the subject “Social education in the face of cultural diversity” which is taught in 2nd year of the degree course in Social Education and in the Dual Degree course in Social Education and Social Work at the University Pablo de Olavide, Seville The main purpose of the experience has been to design, implement and evaluate innovative teaching methods for competence training of Social Educators with an intercultural approach, addressing the cognitive, affective and behavioral dimension of the intercultural competence in a practical way

1 citations

Dissertation•
Propuesta metodológica para la determinación y el aprendizaje de las competencias genéricas clave del/la ingeniero/a tic y percepción diferencial del mercado entre el grado y el postgrado o máster

[...]

Ariadna Llorens García
17 Oct 2012
TL;DR: In this paper, the authors present different objectives, which have divided the research into three phases, and they have focused on the analysis of the general and specific literature on learning methods, focusing on the so-called active methodologies and contextualizing in the EHEA.
Abstract: While the European Union is ongoing towards a production system based on the knowledge economy, and in a historical moment when universities are facing the challenges associated with the achievement of the postulates of the European Higher Education Area (EHEA), it is necessary to rethink the competitive patterns established until now. It seems appropriate to clarify the expectations in relation to some of the main higher education needs of the information and communication technology (ICT) engineers in Spain, to reflect and evaluate the performance of the university and to consider how to develop curricula for this purpose. Thus, the thesis presents different objectives, which have divided the research into three phases. First, an in-depth study on the state of the art of both the specific literature on the concept of generic competences or transversal skills was conducted, specifying for the ICT sector and engineering studies. Yet, stress has also been put on the analysis of the general and specific literature on learning methods, focusing on the so-called active methodologies and contextualizing in the EHEA. Given the broad range of skills and general know-how required by the Spanish ICT sector (mainly focusing on graduates in computer and telecommunications engineering), a selection limited to 20 ICT skills has been ensured, following a rigorous procedure. In the second phase, and from a comprehensive statistical study using a representative sample that comprises more than 60% of all employees working in the Spanish ICT sector, it has been possible to shed some light on the graduate profile that responds to the market demands. The required pattern is as follows: the graduated is able to find the information he/she needs, has an analytical thinking, is able to planning, is team working and flexible, as well. The research conducted also reveals the most valued skills applying for both graduate and master level, being in both cases: teamwork, commitment to learning, problem solving and customer oriented. The field study has reflected Spanish university fulfills their role of training competences, attending to the needs and expectations of the sector, although highlighting certain gaps. This is a key element for reflection, which provides training proposing improvements for further investigations. Also research results have suggested a gap between generic skills demanded by the sector in Spain and those recommended by the scientific literature, in terms of business strategy and the ways of maintaining competitive advantage in the ICT sector. Finally, in the third stage analysis, and thanks to the use of an expert panel, it has been developed the most efficient way to ensure the acquisition of the 10 generic hey skills for graduates in ICT engineering. This original proposal has emphasized the use of student centered learning techniques, also known as active learning methodologies. The findings suggest that the use of project based learning (PBL) as well as the learning contract technique, are the teaching methods that best help in the acquisition of the skills required by the ICT sector. We must emphasize the relevance of this research, which assumes the methodological change, where the student becomes the central element of the new educational paradigm promoted by the European educational integration.

1 citations

Which Are the Most Desired E-Competences of Future ICT Professionals?

[...]

Katarina Pažur Aničić, Maja Bedeniković, Nikolina Smetiško
01 Jan 2017
TL;DR: Nowadays, almost every business system faces challenges caused by the increase development and use of information and communication technologies (ICT)
Abstract: Nowadays, almost every business system faces challenges caused by the increase development and use of information and communication technologies (ICT). In this respect, there is an evident need for the ICT-skilled professionals who will be in charge of the development and implementation of new ICT solutions in different domains. This paper elaborates the acquisition of relevant e-competences directly and indirectly within higher education institutions, analyses the most desired competences of ICT professionals as perceived by employers on the current labour market and provides recommendations for the development of most desired e-competences within higher education needed for the development and implementation of new ICT solutions, based on the European e-Competence Framework.

1 citations

Dissertation•
Impacto laboral y competencias de los graduados del programa de contaduría publica en la CUL

[...]

Nora Rodríguez Quezada
26 Nov 2014

1 citations

Journal Article•DOI•
A critical analysis of a master course in gerontology

[...]

Susanne Iwarsson
01 Jul 2013-Education 3-13
TL;DR: In this paper, the authors present an approach to critical appraisal of a Master course in gerontology, based on a threefolded analysis framework comprised of constructive alignment according to Biggs & Tang, the Structure of the Observed Learning Outcome (SOLO) Taxonomy and the Framework for Qualifications in the European Higher Education Area (EQF-HE).
Abstract: The aim of this paper is to present an approach to critical appraisal of a Master course in gerontology, based on a three-folded analysis framework comprised of constructive alignment according to Biggs & Tang, the Structure of the Observed Learning Outcome (SOLO) Taxonomy and the Framework for Qualifications in the European Higher Education Area (EQF-HE). The analysis revealed several areas for improvement, for example that the course seemed somewhat overloaded with content, with potentially negative consequences for the depth of understanding. Moreover, there was close to perfect correspondence between the ordinance text and the learning outcomes stated in the syllabus for the Master program of which the course was a part, indicating that there might have been little student involvement in the course development. Recommendations based on the findings suggest needs for optimization regarding the alignment of program and course learning outcomes, teaching and learning activities, and examination. Students should be involved in the reformulation of the learning outcomes. This paper contributes to laying the ground for systematic revision and optimization of course curricula at Master’s level in gerontology.

1 citations

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

  • ...Starting in Bologna, Italy in 1999, h igher education in Europe has seen major changes towards a unified structure [5]....

    [...]

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

Related Papers (5)
Ingeniería de las competencias

[...]

01 Jan 2001
Guy Le Boterf
Diez nuevas competencias para enseñar

[...]

01 Jan 2005
Philippe Perrenoud
Teaching For Quality Learning At University

[...]

01 Jan 1999
John B. Biggs, Catherine So-kum Tang
Testing for Competence Rather Than for "Intelligence"

[...]

01 Jan 1973-American Psychologist
David C. McClelland
Competencias docentes del profesorado universitario: calidad y desarrollo profesional

[...]

01 Jan 2003
Miguel Ángel Zabalza Beraza