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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•
Information Technology and Languages for Specific Purposes in the EHEA: Options and Challenges for the Knowledge Society

[...]

Elizabeth Arnó-Macià1•
Polytechnic University of Catalonia1
01 Jan 2014
TL;DR: A review of the impact of IT on LSP in the context of the European university reform is presented, focusing especially on central questions relevant to the LSP debate, such as the profiles of teachers and learners, the role of discipline knowledge, authenticity of materials and activities, and skills development.
Abstract: Information technology has become an essential part of all spheres of our lives, and in the domain of education, we have seen how technology has evolved alongside broader educational perspectives and social changes. In the context of language education, IT has played a key role in shaping LSP teaching and research. On the one hand, it has contributed to creating new demands and situations for specialized communication, along with new genres and skills (including electronic literacy). On the other hand, technological resources have allowed LSP teachers and researchers to access contexts of real language use, to analyze them, and to create authentic and relevant LSP teaching materials. This paper presents a review of the impact of IT on LSP in the context of the European university reform, focusing especially on central questions relevant to the LSP debate, such as the profiles of teachers and learners, the role of discipline knowledge, authenticity of materials and activities, and skills development. Some of the options for the integration of IT in LSP are illustrated through a project that involves the creation of an online learning environment for EAP (Quantum LEAP, Learning English for Academic Purposes).

10 citations

Proceedings Article•DOI•
Internet-based performance-centered learning environment for Curriculum Support (IPLECS) and its application in mLearning

[...]

Catalina Martinez-Mediano1, Manuel Castro1, Nuria Rioperez1, G. N. Mileva, Slavi Stoyanov2, Slavka Tzanova, W. Kicken2, Diaz1, Elio Sancristobal1, S. Varela1, Sergio Martin1 •
National University of Distance Education1, Open University2
14 Apr 2010
TL;DR: IPLECS is a virtual campus platform for the development of performance-centered reusable learning materials, and its application in mLearning for educational and training purposes.
Abstract: IPLECS is a virtual campus platform for the development of performance-centered reusable learning materials, and its application in mLearning for educational and training purposes. The combination of performance support systems and mobile devices present both opportunities and challenges for work-based learning design.

10 citations

Proceedings Article•DOI•
The teaching of electronics engineering: Guidelines for the design of training in and out of the classroom setting

[...]

J. Margalef1, Lluis Vicent, X. Senmarti, G. Bou, Jaume Anguera •
Ramon Llull University1
01 Oct 2007
TL;DR: In this article, the main goal of the study is the discussion on whether it is possible to substitute learning in a classroom environment for learning out of the classroom setting via computer based training systems (CBT).
Abstract: The main goal of this study is the discussion on whether it is possible to substitute learning in a classroom environment for learning out of the classroom setting via computer based training systems (CBT). The two main ideas this study deals with are how a simulator can cover the teaching of practical aspects and the rules we can apply to non attended learning and instruction within a virtual laboratory. Specifically, the study focuses on the evaluation of practical electronic projects and the results achieved by students through the use of electronic simulators (we are working with the Pspice tool). Students carried out a full practical simulation and assembly procedure which provided us with a set of results that could be applied to the evaluation of practical virtual learning projects. With the analysis of the results, we are able to conclude that laboratory work can be substituted by practical work, which includes simulation processes.

10 citations

Exploration of portfolio characteristics for the recognition of prior learning : the identification, assessment and recognition of actual competencies of highly-skilled immigrants

[...]

Astrid Marianne Scholten
28 Sep 2007
TL;DR: This research study explores the characteristics of the portfolio as an instrument for highly-skilled immigrants to facilitate the identification, assessment and recognition of their actual competencies in order to define guidelines for portfolio design and implementation.
Abstract: This research study explores the characteristics of the portfolio as an instrument for highly-skilled immigrants to facilitate the identification, assessment and recognition of their actual competencies in order to define guidelines for portfolio design and implementation. The two research questions that guided the research process are: 1. What are the characteristics of the portfolio instrument and its use by highly-skilled immigrants that facilitate the identification, assessment and recognition of their actual competencies? 2. What are the characteristics of portfolio design and implementation that enhance the acceptability and prospective use of the portfolio instrument in the current evaluation and recognition practice?

10 citations

Book Chapter•DOI•
The Embedding of the European Higher Education Reform at the Institutional Level: Development of Outcome-based and Flexible Curricula?

[...]

Åsa Lindberg-Sand1•
Lund University1
01 Jan 2012
TL;DR: The Bologna Process stands for a profound break in European university traditions as discussed by the authors. The central innovation at work is the flexible use of learning outcomes, which is expressed in a simple way: that the learning outcomes described in European frameworks and institutional curricula also should be the ones the students have achieved.
Abstract: The Bologna Process stands for a profound break in European university traditions. In the future the outcomes may well be described as a contribution to the “social construction of world culture”. The central innovation at work is the flexible use of learning outcomes. The intention may be expressed in a simple way: That the learning outcomes described in European frameworks and institutional curricula also should be the ones the students have achieved. This is a challenge which runs deep into academic cultures: What does it take to make institutional curricula outcome-based and students’ learning outcomes valid and visible? Certainly, it will not be sufficient to add on only a new layer of policies. This chapter lifts forward a couple of pivotal aspects of the interconnectedness implied in the European curricular reform. Using Sweden as an example of a quite successful implementation, it still asks for another couple of decades to embed the outcome-based perspective in institutional curricula and to make accounts of students’ qualifications more reliable.

10 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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