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
Journal Article•DOI•
Kohlberg’s moral education proposal and its legacy at university: present and future

[...]

Carmen Caro Samada, Josu Ahedo Ruiz, Francisco Esteban Bara
01 Jan 2018-Revista Espanola De Pedagogia
TL;DR: In this paper, the authors discuss the importance of cultural formation linked to moral education and the vital system of community ideas in the current educational setting, and discuss possible deficiencies resulting from Kohlberg's theories.
Abstract: reista esañola de pegogía yar LX X V I, n . 2 6 9 , an u ay-A p il 2 0 1 8 , 8 5 -1 0 0 Abstract: Kohlberg’s theory about the develop‐ ment of moral judgement is regarded as be‐ ing very important in educational practice. This article addresses his legacy and his influence in the current educational setting, especially at university level. It will also try to note possible criticisms and misinterpre‐ tations of his ideas. To this end, relevant literature relating to the author will be an‐ alysed and discussed. There are two areas of the current university pedagogical model that draw on Kohlberg as a source: an in‐ crease in methodologies that address ethi‐ cal dilemmas and the idea of bringing the university closer to reality, promoting it as a community service. The article concludes with a discussion of possible deficiencies resulting from Kohlberg’s theories. Areas discussed include the current approach to university education in terms of compe‐ tencies, the pursuit of utility as a trend in university pedagogy, and the importance of understanding cultural formation linked to moral education and the vital system of community ideas.

12 citations

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

  • ...Firstly, university education in recent years has been reformulated in terms of competencies and these have, principal‑ ly, been grouped into cognitive, instru‑ mental, and personal ones (González and Wagenaar, 2003)....

    [...]

  • ...Firstly, university education in recent years has been reformulated in terms of competencies and these have, principal‐ ly, been grouped into cognitive, instru‐ mental, and personal ones (González and Wagenaar, 2003)....

    [...]

Book Chapter•DOI•
Everything Matters: Development of Cross-Curricular Competences in Engineering Through Web 2.0 Social Objects

[...]

Mercedes Rico1, Julian Coppens1, Paula Ferreira1, Héctor Sánchez1, J. Enrique Agudo1 •
University of Extremadura1
01 Jan 2013
TL;DR: This chapter aims to present a set of teaching strategies, tasks, and practices to develop the necessary transversal competences for both successful study and future vocational integration.
Abstract: The development of transversal competences is currently considered a key point within the European Area of Higher Education adaptation process. However, course and curricula design that accounts for such competences (e.g., team work, digital competence and ICT, critical thinking, leadership, and the like) remains a challenge and a field open to exploration. Departing from the social and collaborative learning methodologies supported by management platforms like Moodle, social networks, and Second Life, this chapter aims to present a set of teaching strategies, tasks, and practices to develop the necessary transversal competences for both successful study and future vocational integration.

12 citations

Journal Article•DOI•
Proceso de Bolonia (IV): currículo o plan de estudios

[...]

Joan Prat-Corominas1, Albert Oriol-Bosch•
University of Lleida1
01 Sep 2011-Educación Médica
TL;DR: The proceso de cambio curricular llevado a cabo in España como consecuencia de the acuerdos de Bolonia constituye la manifestación más evidente de la incorporación de la formación of la superior española to the EES as mentioned in this paper.

12 citations

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

  • ...Para el desarrollo del acuerdo sobre el modelo común de titulaciones, la Comisión Europea pro­ movió el proyecto Tuning I [16], en cuyo seno se desarrolló el concepto de armonización, conside­ rando que no es posible ni deseable homogeneizar los procesos formativos, que en gran parte deben quedar a la pericia de cada universidad; el modelo de reconocimiento debe basarse en las competencias adquiridas, que caracterizan los perfiles profesiona­ les propios de los titulados, asegurando así la com­ paración de las capacidades de éstos....

    [...]

Journal Article•DOI•
Assessing the relevance of higher education courses.

[...]

Pedro Gómez1, María José González2, Francisco Gil3, José Luis Lupiáñez1, María Francisca Moreno3, Luis Rico1, Isabel Romero3 •
University of Granada1, University of Cantabria2, University of Almería3
01 May 2007-Evaluation and Program Planning
TL;DR: An instrument is proposed for characterizing how every course within a higher education program is aligned with the program's competencies, a process that is called assessing the relevance of a course.

12 citations

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

  • ...For instance, in the case of the European Higher Education Area, different stakeholders (academics, employers and graduates) have produced different lists of competencies for each profession....

    [...]

  • ...In Europe, the implementation of the European Higher Education Area involves establishing a set of competencies (both generic and specific) for each professional profile, including that of teachers (González & Wagenaar, 2003a)....

    [...]

  • ...(González & Wagenaar, 2003b, p. 242)....

    [...]

  • ...The Tuning project has identified points of reference for generic and subject-specific competencies of first and second cycle graduates in Europe (González & Wagenaar, 2003a)....

    [...]

  • ...In Europe, following the Bologna Declaration (Bologna Declaration, 1999), several procedures for quality assurance were established in European higher education institutions (Bornmann, Mittag, & Daniel, 2006; Jeliazkova & Westerheijden, 2002)....

    [...]

A digital literacy proposal in online Higher Education: the UOC scenario

[...]

Montse Guitert Catasús, Teresa Romeu Fontanillas
01 Jan 2009
TL;DR: The Open University of Catalonia (UOC) as discussed by the authors proposes a digital literacy for the acquisition of ICT competences in the academic and professional scope, based on a compulsory subject of each degree.
Abstract: Universities have a key role in providing students with strategies and competences to allow them to be part of the current information society and hence to be able to develop a productive career. The Open University of Catalonia (UOC) is a fully online university created in 1995 to provide distance-learning university-level education. ICTs were integrated to UOC`s educational activity since its first steps as a compulsory subject common to all degrees, aimed to help students to cope with a virtual environment and to familiarize them with the university`s specific online tools. This subject has been evolving along these last 11 years of existence in line with new technologies and also according to the necessities of students. Nowadays it is a subject that works the basic competences in ICTs and is inspired by the declaration of Bologna. In a scenario in which the university is making strategic decisions about the implementation of the new degrees within the framework of the EHEA, this competence is defined at the UOC as follows: The use and application of ICTs in the academic and professional environment. UOC`s proposal of digital literacy for the acquisition of ICT competences in the academic and professional scope is based on a compulsory subject of each degree. This 6-credit ECTS subject is mandatory during the first semester within the cross-sectional basic credits and is based on the rational and critical use of ICTs, some knowledge of digital technology, the procedures of the virtual project and on new forms of constructing and representing knowledge for the new social Internet (blogs, wikis, social markers etc.) and for multiple alphabetizations. On the basis of UOC`s experience we are in a position to single out the key transferable elements for designing a proposal for achieving digital literacy in any educational context: the definition of the ICT competence, the gradual acquisition of ICT skills through creating a project-based work, team work to using and applying new tools and the role of consultants.

11 citations

Additional excerpts

  • ...…outside the institutions themselves was also consulted, along with documentation on the EHEA and other literature including the Tuning document (Gonzalez and Wagenaar, 2003) that details skills that are generic and specific to the university level in Europe and taken by universities as a…...

    [...]

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