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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
Proceedings Article•DOI•
Using LEGO robots with LabVIEW for a Summer School on Mechatronics

[...]

Alfonso García-Cerezo1, Jesús M. Gómez-de-Gabriel1, J. Fernandez-Lozano1, Anthony Mandow1, Victor F. Muñoz1, Fernando Vidal-Verdú1, Klaus Janschek2 •
University of Málaga1, Dresden University of Technology2
14 Apr 2009
TL;DR: This paper reports on the experience of the 2008 International Summer School on Mechatronics, jointly organized by the University of M'alaga and the Technical University of Dresden, and proposes basic LabVIEW structures for several LEGO case study practices.
Abstract: This paper reports on the experience of the 2008 International Summer School on Mechatronics, jointly organized by the University of M'alaga (Spain) and the Technical University of Dresden (Germany). An important part of the hands-on practice and two student competitions have been based on the LEGO Mindstorms NXT Set. To stimulate lab work with representative general purpose software tools, LabVIEW and the NXT add-ons have been used. The paper proposes basic LabVIEW structures for several LEGO case study practices. A description of the course as well as an assessment on student competences are also included.

13 citations

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

  • ...Therefore, it was decided that the outline of the course should follow the new education model proposed for the EHEA, where the final object of an educational programme should be fostering competences [3]....

    [...]

  • ...This model is in tune with the challenges of the European Higher Education Area [3]....

    [...]

Journal Article•DOI•
Becoming a teacher: the thoughts of undergraduates training to work in Primary Education and ideas for their university education

[...]

Francisco Esteban Bara1, Teodor Mellen Vinagre2•
University of Barcelona1, Ramon Llull University2
03 Sep 2019-Educational Studies
TL;DR: In this paper, the authors focus on those who are currently training to become teachers and what makes a good teacher and what motivates a person to want to teach are timeless questions that concern us all.
Abstract: What makes a good teacher and what motivates a person to want to teach are timeless questions that concern us all. This study focuses on those who are currently training to become teachers, more sp...

13 citations

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

  • ...Acquiring a character that influences pupils both educationally and personally is not simply resolved by having a vocation or by mastering the so-called personal competencies (González and Wagenaar 2003), it involves much more....

    [...]

Facing-up Challenges of Multiobjective Clustering Based on Evolutionary Algorithms: Representations, Scalability and Retrieval Solutions

[...]

Álvaro García Piquer
13 Apr 2012
TL;DR: In this article, the authors propose a new approach for clustering multiobjectiu based on a new algorisme evolutius, which is able to optimise varis objectius simultaniament obtenint una col•leccio de solucions potencials amb diferents compromisos entre objectius.
Abstract: Aquesta tesi es centra en algorismes de clustering multiobjectiu, que estan basats en optimitzar varis objectius simultaniament obtenint una col•leccio de solucions potencials amb diferents compromisos entre objectius. El proposit d'aquesta tesi consisteix en dissenyar i implementar un nou algorisme de clustering multiobjectiu basat en algorismes evolutius per afrontar tres reptes actuals relacionats amb aquest tipus de tecniques. El primer repte es centra en definir adequadament l'area de possibles solucions que s'explora per obtenir la millor solucio i que depen de la representacio del coneixement. El segon repte consisteix en escalar el sistema dividint el conjunt de dades original en varis subconjunts per treballar amb menys dades en el proces de clustering. El tercer repte es basa en recuperar la solucio mes adequada tenint en compte la qualitat i la forma dels clusters a partir de la regio mes interessant de la col•leccio de solucions ofertes per l’algorisme.

13 citations

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

  • ...In Europe, these adaptations are a consequence of the European Higher Education Area (Declaration, 1999), where the educational models have been redefined and now they focus on providing to the student specific competences as a basis for learning outcomes around the world (Crawley, 2001; Gonzalez and Wagenaar, 2003; Gonzalez and Wagenaar, 2005)....

    [...]

El proyecto MARACAS, una estrategia de educación integral para niños y jóvenes que transforma la realidad social a través de la actividad física

[...]

Ricardo Juárez Lozano
28 Feb 2012
TL;DR: The MARACAS as mentioned in this paper, a program for ninos and jovenes of 5 a 15 anos with a focus on the transformation of social a traves de la actividad fisica and the deporte, proporciona habilidades competenciales in the participantes, desarrollan mecanismos necesarios for coadyuvar de manera exitosa en la completa formacion del ser humano desde la perspectiva de las inteligencias multiples.
Abstract: La presente tesis doctoral se ha centrado en el estudio de la educacion no formal como parte imprescindible en la formacion de las personas. La actividad fisica y el deporte actuan como mediadores educativos y son potentes motivadores e impulsores del conocimiento.La estrategia de educacion integral MARACAS para ninos y jovenes de 5 a 15 anos resultado del estudio longitudinal (2009, 2010 y 2011) favorece la transformacion social a traves de la actividad fisica. La implementacion en un contexto paraescolar, proporciona habilidades competenciales en los participantes, los cuales desarrollan mecanismos necesarios para coadyuvar de manera exitosa en la completa formacion del ser humano desde la perspectiva de las inteligencias multiples. El presente estudio contemplo herramientas de corte cualitativo y cuantitativo en cada una de sus fases, lo que permitio obtener resultados objetivos que contribuyan en la formacion completa de la juventud y por ende en la transformacion social de Ciudad Juarez en Mexico. Lo cual nos mantiene comprometidos con la verdad, con la etica, la responsabilidad personal y social de tan maravillosa ciencia. Los resultados mas significativos, entre otros, determinan el avance de los participantes desde dos parametros. El primero, a partir de un progreso significativo en las habilidades competenciales, y el segundo, desde una valoracion progresiva y reveladora de las inteligencias multiples, tomando como eje central los escenarios de aprendizaje en donde el alumno desarrolla de manera vivencial una forma alternativa de manifestar sus talentos y expresarlos en escenarios reales. Igualmente los resultados nos indican que entre mas tiempo pasaban los participantes en el proyecto, mayor era su progreso en las habilidades competenciales y las inteligencias multiples. El planteamiento de la estrategia del proyecto MARACAS como instrumento de educacion integral favorece el aprendizaje desde la actividad fisica y el deporte, ademas ofrece un enfoque complementario para fortalecer las capacidades mas destacadas de los participantes, descubriendo nuevos talentos y reparando las debilidades.

13 citations

Facilitating Effective Student Learning through Teacher Research and Innovation

[...]

Janez Vogrinc, Grozdanka Gojkov, Igor Cerar
01 Jan 2010
TL;DR: The European Commission as mentioned in this paper defined education as a precondition for creating a true European innovation space, and as a core policy it must promote talent and creativity from an early stage.
Abstract: Innovation of didactic and learning strategies is one of the basic demands in teacher training at all levels of education, as has been clearly recognized by the European Union. In its communication of 13th September 2007 entitled Putting knowledge into practice: A broad-based innovation strategy for the EU, the European Commission stressed the need for 'collective action to safeguard the European way of life that combines economic prosperity with solidarity' and said it was 'convinced that innovation in a broad sense is one of the main answers to citizens’ material concerns about their future'. The Commission defines education as a precondition for creating a true European innovation space. As a core policy it must promote talent and creativity from an early stage.

13 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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