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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:

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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
Book Chapter•DOI•
Was ist gute Lehre? – Ansichten aus dem Blickwinkel der Hochschuldidaktik

[...]

Johannes Wildt
01 Jan 2013
TL;DR: Achlioptas et al. as mentioned in this paper propose a Chor von Gegenreaktionen auf den Plan, wenn er denn uberhaupt wahrgenommen wird.
Abstract: Wer sich auf die Frage nach „guter Lehre“ einlasst, gerat unversehens auf dunnes Eis. Nicht zuletzt von der professionellen Hochschuldidaktik werden dazu Antworten erwartet. Jedem Versuch jedoch, sich in diese Fragen einzumischen, ruft – wenn er denn uberhaupt wahrgenommen wird – einen Chor von Gegenreaktionen auf den Plan.
La formación pedagógica inicial en la carrera de licenciatura en enfermería en la universidad laica eloy

[...]

Alfaro De Manabí, Retos Y Perspectivas
01 Jan 2015
El aprendizaje cooperativo mediante actividades participativas Cooperative learning through participatory activities

[...]

Marãa Concepciã“N Parra-Meroã‘O, Beatriz Peã‘A-Acuã‘A
03 Jan 2013
TL;DR: In this article, the authors present two techniques that develop participation strategies that promote cooperative learning, round table and discussion led, which contribute to the development of certain generic and specific competences, such as the capacity for analysis and synthesis, capacity for organization and planning, oral and written communication in native language, critical thinking and teamwork, among others.
Abstract: Resumen El Proceso de Bolonia tiene como eje central al alumno y se basa en la adquisicion de competencias. Entre las capacidades docentes que se pretende desarrollar en el nuevo marco educativo se encuentra una habilidad necesaria para la gestion de actividades: la capacidad de reproducir destrezas de gestion de aprendizaje. La formulacion y planificacion de este tipo de actividades participativas nos situa de lleno en este nuevo sistema de aprendizaje. Estas actividades requieren del papel del profesor como tutor en la coordinacion, organizacion, preparacion y seguimiento del trabajo de los estudiantes. En este trabajo se exponen dos tecnicas en las que se desarrollan estrategias de participacion que favorecen el aprendizaje cooperativo: la mesa redonda y el debate dirigido. Este tipo de actividades contribuyen al desarrollo de determinadas competencias transversales y especificas como son la capacidad de analisis y sintesis, la capacidad de organizacion y planificacion, la comunicacion oral y escrita en lengua nativa, el razonamiento critico y el trabajo en equipo, entre otras. Con el objetivo de comprobar la percepcion de los alumnos sobre las competencias alcanzadas con la metodologia de aprendizaje cooperativo, se realizaron entrevistas semiestructuradas a una muestra de participantes en las actividades mencionadas. Los resultados indican que los alumnos son conscientes de su propio aprendizaje, y que valoran de forma muy positiva el uso de metodologias de ensenanza-aprendizaje mas participativas que las tradicionales clases magistrales que se imparten en las Universidades. Abstract The Bologna Process is central to the student and it is based on skills acquisition. Among the teaching skills that are to be developed in the new educational framework it is a necessary skill for the management of activities: the ability to play learning management skills. The formulation and planning of such participatory activities places us in this new learning system. These activities require the teacher’s role as guardian of the coordination, organization, preparation and monitoring of student work. This paper presents two techniques that develop participation strategies that promote cooperative learning, round table and discussion led. Such activities contribute to the development of certain generic and specific competences as they are: the capacity for analysis and synthesis, capacity for organization and planning, oral and written communication in native language, critical thinking and teamwork, among others. In order to check the students’ perceptions about the competencies achieved with the methodology of cooperative learning, semi-structured interviews were conducted with a sample of participants in these activities. The results indicate that students are aware of their own learning and who value very positively the use of teaching-learning methodologies more participatory than traditional lectures taught in the universities.
Assigning New Responsibilities for Undergraduate Students in the Design Process of UAV Platforms

[...]

F. Gandía-Agüera, M.A. Barcala-Montejano, A.A. Rodriguez Sevillano
01 Jan 2010
TL;DR: In this paper, the authors describe a long research work carried out by a group of UPM professors who are currently coordinating the design and building of an Unmanned Aerial Vehicle (UAV) at the EUIT.
Abstract: Design and building of UAVs (for civil and military missions) is a field of actuation where the most important Universities, research Centers and Aeronautical designers have dedicated a lot of human effort. This paper describes a long research work carried out by a group of UPM professors who are currently coordinating the design and building of an Unmanned Aerial Vehicle (UAV) at the EUIT. Aeronautica to synthesize the work done in the twelve years. We first focus with the validity of this experience as a means to develop some skills and to achieve some teaching competencies which will be essential for engineers in the 21st Century, according to the Bologna Process project Tuning. The second part presents the highlights of the project: all the features and stages of this engineering project, and the current moment of evolution in the process will be presented, together with a description of the main difficulties the project has undergone, as a global experience in engineering design and development.
Journal Article•
Theoretical foundations of a model for bimodal faculty skills development

[...]

Gilda Alcivar de Gilbert, Luisa Noa Silverio1, Giraldo León Rodríguez•
University of Havana1
02 Sep 2016-International Journal of Innovation and Applied Studies
TL;DR: The development of information technology and communications consolidate a multimedia, multi-itinerary highway with new roads to manage knowledge, share best practices, and learn formally or informally, to acquire the competences required as mentioned in this paper.
Abstract: The development of information technology and communications consolidate a multimedia, multi-itinerary highway with new roads to manage knowledge, share best practices, and learn formally or informally, to acquire the competences required. University education in the twenty-first century is at the epicenter of this epistemological hurricane. As a part of this problem, the question arises

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

  • ...• “Las competencias representan una combinación de atributos (con respecto al conocimiento y sus aplicaciones, aptitudes, destrezas y responsabilidades) que describen el nivel o grado de suficiencia con que una persona es capaz de desempeñarlos” [6]....

    [...]

  • ...30-42 [6] González,J....

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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"

[...]

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

[...]

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